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Visiting Technological Pedagogical and Content Knowledge (TPACK): Issues and Challenges for Teachers' Professional Development

Visiting Technological Pedagogical and Content Knowledge (TPACK): Issues and Challenges for Teachers' Professional Development

Chien Yu (Mississippi State University, USA) and Dana Pomykal Franz (Mississippi State University, USA)
Copyright: © 2017 |Pages: 12
DOI: 10.4018/978-1-5225-2399-4.ch032
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Abstract

The TPACK framework has been widely discussed for effective technology integration, and the literature has also indicated TPACK has significant implications for teacher education and professional development. The purpose of this chapter is to examine interconnectedness of TPACK and teacher professional development. This chapter reviews the research on TPACK and the extensive literature on quality professional development for teachers. In addition, the chapter highlights how various content areas have addressed pedagogical content knowledge and implications for practice in technology and teacher development. The chapter seeks to contribute knowledge about the structure of professional development initiatives that involve instructional technology and integration into various content knowledge disciplines.
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What Is Tpack?

As shown in Figure 1, TPACK contains three main components of teachers' knowledge: content, pedagogy, and technology. The TPACK framework builds on Shulman's (1986, 1987) descriptions of PCK (pedagogical content knowledge). Shulman developed the idea of pedagogical content knowledge (PCK) to describe the relationship between the amount and organization of knowledge of a particular subject-matter (content) and knowledge related to how to teach various content (pedagogy). The interactions of these three forms of knowledge are interacted and developed to be other secondary forms of knowledge that include pedagogical content knowledge (PCK), technological pedagogical knowledge (TPK), and technological content knowledge (TCK). Ultimately, emerging from interactions among different combination of the six forms of knowledge, the integrated form of knowledge, TPACK (technology, pedagogy, and content knowledge), is formed (Cox & Graham, 2009).

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