The Contextual Landscape of Technological Pedagogical Content Knowledge (TPACK) Development Research on In-Service Teachers

• In Event: 25.068 - Roundtable Session 8
  In Roundtable Session: 25.068-13 - Professional Development for Technology Integration: The Role of Technological Pedagogical Content Knowledge (TPACK) and Pedagogical Change

Abstract

As Mishra and Koehler’s (2006) concept of TPACK has gained popularity recently and in-service teachers have adopted it into practice, a wide range of professional development strategies have been tested in many content areas. However, even with several reviews focusing on studies of in-service TPACK professional development, very little emphasis has been placed on the contexts of these studies. This literature review explores those contexts, revealing diversity in TPACK development approaches for in-service teachers. The most interesting finding is that a number of subject areas—specifically language arts and elementary education—are notably underrepresented in the literature, suggesting that more emphasis needs to be placed on learning how to help those teachers develop their TPACK skills in subject-specific ways.

Author

• Michael Jay Nelson, Oregon State University