Another jingle-jangle fallacy? Examining the validity of Technological Pedagogical and Content Knowledge (TPACK) self-report assessments

Recent research provided evidence that teachers’ professional knowledge regarding the adoption of educational technologies is a central determinant for successful teaching with technologies (Petko, 2012). One prominent conceptualization of teachers’ professional knowledge for teaching with technology is the technological-pedagogical-content-knowledge (TPACK) framework established by Mishra and Koehler (2006). Teachers' TPACK is mostly investigated with self-report questionnaires. However, recent research suggests that the use of self-report TPACK might be challenging during interpreting the results of empirical studies (Abbitt, 2011; Joo, Kim, & Li, 2018; Fabriz et al., 2020). Therefore, the use of self-report TPACK might induce a jingle-jangle fallacy (Gonzalez et al., 2020). Jingle-jangle fallacies describe a lack of extrinsic convergent validity in two different ways: On the one hand two measures which are labeled the same might represent two conceptually different constructs (jingle fallacy). In the present case, self-report TPACK might differ from teachers’ knowledge for technology-enhanced teaching to a larger extent than previous research suggests. On the other hand two measures which are labeled differently might examine the same construct (jangle fallacy). Accordingly, self-report TPACK and self-efficacy beliefs towards technology-enhanced teaching might be similar constructs with comparable implications on teachers’ technology integration (see e.g., Marsh et al., 2020 for an investigation of jingle-jangle fallacies). Within this protocol, we preregister a meta-analysis to investigate systematically the validity of self-reported TPACK.