Exploring Teachers Pedagogical and Technological Knowledge Models in Ethiopian Education: A “Narrative” Systematic Review

Abstract

This narrative systematic review synthesizes existing research on teacher pedagogical and technological knowledge models in Ethiopia to identify prevailing frameworks, conceptual developments, and gaps. Following PRISMA guidelines, twenty-five empirical studies identified via structured searches in Google Scholar, ERIC, Scopus, Web of Science, and accredited local journals (2005–2024). Search terms included teacher knowledge, pedagogical content knowledge (PCK), general pedagogical knowledge (GPK), and TPACK. Thematic analysis was applied to extract patterns and categorize findings; full search strings, inclusion/exclusion criteria, and a PRISMA flow diagram are reported. A formal quality appraisal using the Mixed Methods Appraisal Tool (MMAT) informed interpretation. Coding was inductive, conducted by two independent reviewers, with inter-rater reliability Cohen’s k = 0.82. Thematic analysis reveals a growing focus on TPACK and PCK frameworks in Ethiopian research, while GPK remains underexplored. Teacher knowledge in Ethiopia is emergent, characterized by limited integration of established pedagogical theories into classroom practice. Comparative synthesis highlights contradictions: ICT-assisted training improved pedagogical knowledge in some contexts, yet theoretical coherence and classroom enactment remain inconsistent. Contextual factors-infrastructure limitations, policy emphasis on technology, and uneven teacher preparation-help explain why TPACK receives more attention than GPK. As the first systematic review of in the country, this study provides novel insights into local research trends and theoretical gaps and underscores the need for curricula and professional development that integrate both foundational (GPK) and technology-enhanced (TPACK) frameworks. Findings inform policy, practice, and future research.