When knowing does not mean designing: TPACK coherence and disciplinary epistemologies in preservice teachers’ technology integration

Preservice teachers often demonstrate conceptual TPACK knowledge yet produce pedagogically shallow technology-integrated designs. This explanatory sequential mixed-methods study examined this gap by comparing 73 preservice teachers from two epistemologically contrasting programs (physical education and preschool education) in Türkiye. Results revealed a significant knowledge difference between programs (d = 1.72) but no association between achievement and SAMR-based integration depth (Substitution, Augmentation, Modification, Redefinition; a framework classifying the depth of technology integration): knowing more did not mean designing better. To explain this decoupling, we introduce TPACK coherence, a construct assessing content–pedagogy–technology alignment within design justifications. Higher achievers more frequently produced coherent designs, though coherence was not exclusive to them. Cross-disciplinary comparison revealed that identical technologies served different pedagogical purposes (performance feedback in physical education versus play-based concretization in preschool): disciplinary epistemologies shape not which tools are chosen but why. Findings challenge discipline-generic approaches to technology integration in teacher education.