Understanding Change in Teachers’ Technological Pedagogical Knowledge: The Role of Individual Traits and Training Contexts

Background: Technological pedagogical knowledge (TPK)—distinguishing between conceptual and situational components—is a key aspect of teachers’ professional competence that develops differently during the teacher induction phase, depending on personal characteristics (e.g., gender, beliefs) and contextual factors (e.g., theory-practice integration). Objectives: This study investigates changes in the tested conceptual and situational TPK during the teacher induction phase, examining the role of individual characteristics (e.g., gender, beliefs), contextual features (e.g., theory-practice integration in core seminars), and their potential interactions. unknown other