A REVIEW OF DEVELOPING TEACHING COMPETENCE FOR PRE-SERVICE TEACHERS BASED ON THE TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE FRAMEWORK

A REVIEW OF DEVELOPING TEACHING COMPETENCE FOR PRE-SERVICE TEACHERS BASED ON THE TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE FRAMEWORK

Duong Thi My Hang duongthimyhang@hpu2.edu.vn PhD Student, Faculty of Teacher Education, VNU University of Education, Vietnam National University, Hanoi Room 403A, HT2 Building, VNU Urban Area Hoa Lac Commune, Hanoi, Vietnam
Summary: 
This paper reviews studies on developing teaching competence for pre-service teachers based on the Technological Pedagogical Content Knowledge (TPACK) framework. Using an integrated approach that combines bibliometric analysis and thematic analysis, the study examines publication trends, keyword networks, research themes and prominent topics. The data was retrieved from the SCOPUS database and screened following the PRISMA process to ensure alignment with the research criteria. Data analysis was conducted using VOSviewer and Excel. The results show that research on TPACK in teacher education has increased since 2020, reflecting growing interest in teacher education innovation in the context of digital transformation. The main themes include TPACK development through courses and training programs, subject-specific TPACK, lesson design, assessment of TPACK in practice, and the application of emerging technologies. The study provides useful references for researchers, teacher educators, and teacher education institutions in designing programs to develop technology-integrated teaching competence.
Keywords: 
TPACK
pre-service teachers
Teaching competence
literature review
VOSviewer
thematic analysis.
Refers: 

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