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Against the backdrop of preparing students for a digitized future, supporting pre-service teachers’ development of technological pedagogical content knowledge (TPACK) is frequently discussed as a crucial aim in pre-service teacher education. Whether and how pre-service teachers’ acquisition of TPACK could be supported is still an open question, however. We developed an evidence-based TPACK-intervention (duration: three weeks) to support pre-service teachers’ TPACK. Pre-service teachers enrolled in five different subjects across two cohorts either received control instruction (business-as-usual instruction on pedagogical content knowledge) or the TPACK-intervention.