Relationship of Self-Efficacy and Technological, Pedagogical, Content Area Knowledge (TPACK) of National Board Certified Teachers (NBCTs)

Abstract

Elementary through twelve grade (K-12) teacher knowledge has changed significantly over the past 100 years. The pendulum has swung from focusing mainly on content-area knowledge to mainly on pedagogical strategies (Shulman, 1987). This dichotomy between these two distinct knowledge constructs influenced Shulman’s (1986) research on pedagogical content-area knowledge (PCK). Shulman’s PCK framework describes the intersection of both pedagogy and content area knowledge as a unique knowledge to the teaching profession. At the same time PCK was established, the Carnegie Forum on Education and Economy recommended creating a National Board of Professional Teaching Standards (NBPTS) to demonstrate Shulman’s PCK framework. Furthermore, these new standards embraced Mezirow’s (1991) transformative learning theory. They predicted that the 21st-century teacher would “not come to the school knowing all they have to know but knowing how to figure out what they need to know” (Carnegie Task Force, 1986, p. 25). Consequently, it was determined that what the 21st-century teacher needed to know was technology integration (Gentry et al., 2014; Ismaeel & Al Mulhim, 2022).