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Journals / Öğretmen Eğitimi ve Öğretim / 2026 / Cilt: 7 Sayı: 2

Pedagogical mirror effect: An interpretive synthesis of pre-service teachers’ digital pedagogical content knowledge development

Pedagojik ayna etkisi: Öğretmen adaylarının dijital pedagojik içerik bilgisi gelişimine ilişkin yorumlayıcı bir sentez

Mehmet Kart(KIRŞEHİR AHİ EVRAN ÜNİVERSİTESİ)0000-0003-1790-1270
Pages
1–20
Publication Date
2026-09-30
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Overall, the study highlights the importance of interpreting pre-service teachers’ DPCK development by considering visible pedagogical modelling, complementary affective and self-regulatory conditions, and the scope of inference afforded by different evidence sources.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study examines patterns in pre-service teachers’ digital pedagogical content knowledge (DPCK) development and the evidence underpinning inferences about that development.
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Key Findings & Data:As a qualitative secondary study, it interpretively integrates Wang et al.’s (2018) developmental and methodological findings with Su’s (2023) bibliometric indicators of the research field.
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Conclusion & Impact:Overall, the study highlights the importance of interpreting pre-service teachers’ DPCK development by considering visible pedagogical modelling, complementary affective and self-regulatory conditions, and the scope of inference afforded by different evidence sources.
🔬Design:Modeling & Simulation
📍Scope:2018 Verileri
⚙️Variables:Dijital pedagojik içerik bilgisi · öğretmen adayları · pedagojik ayna etkisi

Abstract

This study examines patterns in pre-service teachers’ digital pedagogical content knowledge (DPCK) development and the evidence underpinning inferences about that development. As a qualitative secondary study, it interpretively integrates Wang et al.’s (2018) developmental and methodological findings with Su’s (2023) bibliometric indicators of the research field. The findings show that the modelling of technology use by teacher educators and in-service teachers constitutes a recurring pattern across different methodological categories in research on pre-service teachers’ DPCK development. The pedagogical mirror effect, developed from this pattern, conceptualises how pre-service teachers make sense of observed technology-enhanced teaching practices and adapt them to their own instructional designs. Confidence, attitudes towards technology, and self-regulation were interpreted as complementary conditions that may accompany the enactment of DPCK. Self-reports, performance assessments, interviews and observations provide different types of information about DPCK development. The measurement paradox conceptualises how different evidence sources allow for different types and scopes of inference about DPCK development. Bibliometric indicators further show that publication output is concentrated in particular countries and regions. Overall, the study highlights the importance of interpreting pre-service teachers’ DPCK development by considering visible pedagogical modelling, complementary affective and self-regulatory conditions, and the scope of inference afforded by different evidence sources.

Özet

Bu çalışma, öğretmen adaylarının dijital pedagojik içerik bilgisi (DPİB) gelişimine ilişkin örüntüleri ve bu gelişime yönelik çıkarımların dayandığı kanıtları incelemektedir. Nitel bir ikincil araştırma olarak yürütülen çalışmada, Wang vd.’nin (2018) öğretmen adaylarının TPACK gelişimine ilişkin gelişimsel ve yöntemsel bulguları ile Su’nun (2023) araştırma alanının bibliyometrik yapısına ilişkin göstergeleri karşılaştırmalı ve yorumlayıcı biçimde bütünleştirilmiştir. Bulgular, öğretim elemanları ile görevdeki öğretmenlerin teknoloji kullanımını modellemelerinin öğretmen adaylarının DPİB gelişiminde farklı yöntem kategorilerinde tekrar eden belirgin bir örüntü olduğunu göstermektedir. Bu örüntüden hareketle geliştirilen pedagojik ayna etkisi, öğretmen adaylarının gözlemledikleri teknoloji destekli öğretim uygulamalarını anlamlandırmaları ve kendi öğretim tasarımlarına uyarlamaları sürecini kavramsallaştırmaktadır. Öz güven, teknolojiye yönelik tutumlar ve öz düzenleme, DPİB’in uygulamada görünür hâle gelmesine eşlik edebilecek tamamlayıcı koşullar olarak değerlendirilmiştir. Ölçme ve kanıt yaklaşımlarına ilişkin bulgular, öz bildirim, performans, görüşme ve gözlem gibi farklı veri kaynaklarının DPİB gelişiminin farklı yönlerine ilişkin bilgi sunduğunu göstermektedir. Bu doğrultuda geliştirilen ölçme paradoksu, farklı kanıt kaynaklarının farklı tür ve kapsamda çıkarımlara olanak vermesini ifade etmektedir. Bibliyometrik göstergeler ise yayın üretiminin belirli ülke ve bölgelerde yoğunlaştığını ortaya koymaktadır. Çalışma, öğretmen adaylarının DPİB gelişiminin görünür pedagojik modelleme, tamamlayıcı duyuşsal ve öz düzenleyici koşullar ve kullanılan kanıt kaynaklarının sağladığı çıkarım kapsamı birlikte dikkate alınarak değerlendirilmesinin önemini ortaya koymaktadır.

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Cite This Article

Kart, M. (2026). Pedagogical mirror effect: An interpretive synthesis of pre-service teachers’ digital pedagogical content knowledge development. Öğretmen Eğitimi ve Öğretim, Cilt: 7 Sayı: 2, 1–20. https://doi.org/10.55661/jnate.1850544

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