An Exploratory Study of the Use of TPACK In Teachers Training

This study examines the effectiveness of a 75-hour ICT training module within an Italian specialization program for inclusive education teachers, grounded in the TPACK framework. The aim was to measure participants’ self-perceived competencies in integrating technology, pedagogy, and content knowledge for inclusive teaching practices. Data were collected using the Italian adaptation of the TPACK.xs scale, a validated self-report questionnaire with 28 items rated on a 5-point Likert scale, administered before and after the training. The instrument assesses perceived professional knowledge across the TPACK domains. Statistical analyses revealed significant improvements in all measured areas, with particularly strong gains in the integrated knowledge that combines technological, pedagogical, and content skills. These results suggest that the training’s experiential and problem-solving approach effectively supports teachers in developing sophisticated competencies for designing inclusive, technology-enhanced learning environments. Although limited by convenience sampling, lack of a control group, and absence of long-term follow-up, the study contributes to understanding the impact of TPACK-based professional development in Italy. Future research should include experimental designs and longitudinal data to assess the durability of training effects on classroom practices and student outcomes.