Teachers’ TPACK Development: A Review of Literature

Wei, Zhang; Tang, Junhong

doi:10.4236/jss.2021.97027

Cited by 23 publications

(11 citation statements)

References 21 publications

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“…Following Rahayu's opinion (2022), increasing TPACK capabilities cannot be done partially or individually, only by increasing knowledge or technological ability or content knowledge, or pedagogical knowledge but must be carried out in an integrated manner. This TPACK is at the heart of teaching, which describes the type of knowledge teachers need to integrate effective technology into learning (Zhang & Tang, 2021).…”

Section: Resultsmentioning

confidence: 99%

Analysis of Technological Pedagogical Content Knowledge (TPACK) Ability Based on Science Literacy for Pre-Service Primary School Teachers in Learning Science Concepts

Fakhriyah

Masfuah

Hilyana

et al. 2022

JPII

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This study intends to describe and investigate the ability profile of Technological Pedagogy Content Knowledge (TPACK) based on scientific literacy for pre-service primary school teachers. The measurement of student TPACK skills is needed to determine the knowledge of technology that will be implemented in the learning process. Students' TPACK knowledge needs to be developed because integration between pedagogical abilities, material content, and technology is needed. This research is quantitative survey research. This study tested a TPACK model, which was described by the relationship between latent variables, namely from seven components, including TK, PK, CK, TPK, TCK, PCK, and TPACK. The data collection technique used a questionnaire instrument with 46 items. The questionnaire instrument was filled out by 206 pre-service primary school teachers who had taken the Science Concept, Science Application, Science Teaching Learning Course, and Field Experience Practice Courses. The results were then calculated and analyzed using a modeling test with a Structural Equation Modeling (SEM) approach. The results showed that PCK variability could be influenced by the CK and PK components of 51.5%. While the variability of TCK can be influenced by the components of CK and TK of 42.7%. The variability of the TPK can be influenced by the PK and TK components of 45.2%. Finally, the magnitude of the effect of PK, CK, TK, PCK, TPK, and TCK components on TPACK is 61.0%. The TPACK profile of pre-service primary school teachers is good with the factors that contribute most to the components that go into PK and CK. As a result, the findings of this study will contribute to the development of a more thorough profile of the TPACK competencies of pre-service primary school teachers, which can enhance their capacity to incorporate technology when they become teachers in the future.

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Section: Resultsmentioning

confidence: 99%

Analysis of Technological Pedagogical Content Knowledge (TPACK) Ability Based on Science Literacy for Pre-Service Primary School Teachers in Learning Science Concepts

Fakhriyah

Masfuah

Hilyana

et al. 2022

JPII

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“…(3) TPACK questionnaires (Schmidt et al, 2009) ( (Fernández, 2002). Finally, the study of microteaching, which is a combination of LS and microteaching (Zhang and Tang, 2021). These types of TPACK developments are part of studies that are supported by empirical evidence revealed, for example, by Harris (2016) in teachers in service and by Mouza (2016) in teachers in training, allowing the analysis of the training process.…”

Section: Methodsmentioning

confidence: 99%

Development of the teacher’s technological pedagogical content knowledge (TPACK) from the Lesson Study: A systematic review

et al. 2023

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A systematic review is presented with the purpose of exploring the trends associated with the development of technological pedagogical content knowledge (TPACK) from Lesson Study. In the 21st century, technology established a complex and necessary relationship with different sectors of society, enabling different conceptual and practical models for the incorporation of technologies in teaching. TPACK was one of the most outstanding. In this perspective, a systematic literature review is presented taking into account 16 studies published between 2015 and 2021 with the purpose of analyzing the development of TPACK in teachers, in research that uses the Lesson Study (LS) as an intervention strategy. The review was carried out in April 2022 using the following databases: Scopus, Web of Science, Spinger Link, Proquest Central, Science Direct, Redalyc, Dialnet and Scielo. The phases of identification, screening, selection and inclusion of the flowchart of the PRISMA guide were applied. The results reveal that the LS constitutes a theoretical and practical framework that provides contextualized opportunities to work on the training needs and interests of teachers, promoting self-assessment and the construction of new conceptions about teaching with technologies. Therefore, the theoretical discussion reveals that the integrative vision of TPACK is the perspective that predominates the development of this type of research.

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“…In recent years, TPACK has emerged as a focal point in research on technology education and teacher professional development across various disciplines [8,[39][40][41][42]. In the area of STEM education, numerous studies targeting both prospective and in-service teachers have been anchored in the TPACK framework [28,[43][44][45][46][47][48][49][50][51].…”

Section: Literature Reviewmentioning

confidence: 99%

Sustaining Teacher Professional Learning in STEM: Lessons Learned from an 18-Year-Long Journey into TPACK-Guided Professional Development

Meletiou-Mavrotheris,

Paparistodemou

2024

Education Sciences

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This article is a self-narrative of our 18-year research into the technological pedagogical content knowledge (TPACK)-guided professional development of teachers in ICT-enhanced mathematics learning. Using autoethnography as the methodology to elucidate our transformative personal evolution in implementing the TPACK model, we describe how we conceptualized and enacted the TPACK framework across three distinct phases of our research trajectory. In the first phase, our efforts focused on offering afternoon seminars and workshops on using educational software. Mathematics teachers attended the seminars and workshops voluntarily. In the second phase, we concentrated on designing programs guided by the principles of adult education, which emphasize the importance of learner autonomy and relevance, and socio-constructivist views of teacher professional growth, which stress the role of collaboration and reflection in learning. In the final phase, we adopted a systemic, school-based approach to investigating and expanding TPACK for mathematics and other STEM/STEAM teachers. At the end of each phase’s description, we delve into the profound lessons learned and how these led to a paradigm shift, expanding our perspective on TPACK as practitioners and researchers. Finally, we present a set of recommendations for future research and practice aimed at facilitating the sustainability of STEM/STEAM teacher professional learning initiatives.

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Teachers’ TPACK Development: A Review of Literature

Cited by 23 publications

References 21 publications

Analysis of Technological Pedagogical Content Knowledge (TPACK) Ability Based on Science Literacy for Pre-Service Primary School Teachers in Learning Science Concepts

Analysis of Technological Pedagogical Content Knowledge (TPACK) Ability Based on Science Literacy for Pre-Service Primary School Teachers in Learning Science Concepts

Development of the teacher’s technological pedagogical content knowledge (TPACK) from the Lesson Study: A systematic review

Sustaining Teacher Professional Learning in STEM: Lessons Learned from an 18-Year-Long Journey into TPACK-Guided Professional Development

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