A PSYCHOPEDAGOGICAL MODEL OF TPACK DEVELOPMENT IN DEEPLEARNING-ORIENTED ECONOMICS TEACHER EDUCATION

Abstract

The rapid advancement of digital technology and the growing emphasis on deep learning-oriented education have increased the demand for teachers who can effectively integrate technology into meaningful instructional practices. Among the frameworks developed to explain technology integration competence, Technological Pedagogical Content Knowledge (TPACK) has emerged as one of the most influential. However, existing studies have primarily focused on measuring TPACK levels and evaluating technology integration interventions, while limited attention has been devoted to understanding the developmental mechanisms underlying TPACK formation, particularly among pre-service economics teachers. This conceptual paper aims to develop a psychopedagogical model of TPACK development in deep learning-oriented economics teacher education. Using a conceptual synthesis approach, the study integrates literature on TPACK, teacher professional development, educational technology, deep learning-oriented education, and psychopedagogical factors influencing teacher competence. The proposed model identifies psychological factors, including self-efficacy, motivation, and technology-related beliefs, as foundational conditions influencing teachers’ readiness to engage in technology-enhanced learning. These factors interact with pedagogical factors, namely pedagogical readiness, reflective teaching orientation, and deep learning orientation, which function as mechanisms supporting TPACK development. The model further positions TPACK as a key competence contributing to deep learning-oriented teaching competence. The study contributes to the literature by reconceptualizing TPACK development as a psychopedagogical process and provides a theoretical foundation for future empirical research and teacher education program design.