Abstract:

Purpose: The aim of this study is to carry out an in-depth analysis on postgraduate dissertations in Turkey addressing Technological Pedagogical Content Knowledge (TPACK). Design/Methodology/Approach: It was conducted with thematic content analysis method. The data were obtained from the postgraduate dissertations published between 2009 and 2019 through a review of the National Thesis Center website of Higher Education Board (YÖK). The review yielded a total of 101 postgraduate dissertations on TPACK, 26 of which are doctoral and 75 of which are at master's level. The dissertations were analyzed using a matrix. Descriptive and content analysis methods were applied to reveal the aim, subject area, method, sample, data collection tools, results and recommendations in each of the dissertations. Findings: The findings obtained from the analyses were translated into percentage and frequency values given in tables for comprehensibility. It was found out that most of the dissertations deal with the definition of TPACK competencies of teachers and teacher candidates and the relationship between TPACK and a number of variables including gender/grade level/ seniority year, and so forth. On the other hand, only few were intended to figure out the impact of the lessons or courses developed within the framework of TPACK. Lastly, most of the publications were conducted with screening model, and a considerable number of them used embedded design and multiple case designs Highlights: The conclusion of the research is that there are many potential gaps to guide deeper change in education within the framework of TPACK, and in particular, further development and exploration of specific domain-based technological environments are needed.

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