Technological Pedagogical Content Knowledge Development Research Articles

Teachers’ perceptions of teaching science with technology-enhanced self-regulated learning strategies through the DECODE model

AbstractThis study investigates the nuanced interplay between self-regulated learning (SRL) and technological pedagogical content knowledge (TPACK) among 192 Taiwanese voluntary pre-service and in-service teachers, seeking to understand how teachers perceive the integration of technology with SRL strategies in science education. The participants were recruited in workshops based on the DECODE model, which demonstrated a micro-unit of evolution incorporated in SRL strategies, involved them in co-reflected, and summarized what they had experienced in technology-enhanced environments. Participants self-reported measures of SRL and TPACK were subjected to path analysis. Results indicated that SRL positively influenced technological pedagogical knowledge (TPK) and technological content knowledge (TCK), subsequently fully mediating the relationship between SRL and TPACK; namely, TCK and TPK acted as mediatory factors. Furthermore, this study delved into teachers’ perceptions of technology-enhanced instruction and SRL through their responses in workshops. We identified five main themes through thematic analysis. The findings highlighted the pivotal role of technology in cultivating interactive learning environments, offering real-time feedback, and integrating multimedia into teaching. Teachers’ perceptions were expanded and refined after demonstrating a micro-unit with SRL strategies and subsequent reflective prompts. Participants acknowledged the imperative of teacher preparation in effectively leveraging technology and emphasized the crucial role of adaptive scaffolding in promoting SRL strategies. In summary, these findings present a viable path for augmenting teachers’ TPACK through SRL and provides insights into teachers’ perceptions of technology-enhanced SRL. The study has implication on the potential of the DECODE model and incorporation of SRL strategies for science educator’s professional development of TPACK.

Learning by design: Enhancing online collaboration in developing pre‐service TESOL teachers' TPACK for teaching with corpus technology

AbstractIn this study, we integrated corpus technology in pre‐service TESOL (Teaching English to Speakers of Other Languages) teachers' technological pedagogical content knowledge (TPACK) development in corpus technology, termed corpus‐based language pedagogy (CBLP), and highlighted the collaborative effort for knowledge building among participants for TPACK development. The study examined the role of online collaboration in facilitating how pre‐service TESOL teachers developed their CBLP (TPACK in corpus technology) using a learning‐by‐design approach, enacted it in co‐designing lessons, revised their lessons and reflected on their collective knowledge building processes. Using a case study approach involving 33 participants, the study focused on both intra‐ and inter‐group interactions to understand the pre‐service teachers' learning dynamics/changes and unpack the interaction mechanism involved in online collaborative learning. To these ends, we collected data including CBLP group lesson designs, intra‐group data (interviews) and inter‐group peer critical comments and analysed them based on the two stages (comprehension and transformation) of Shulman's pedagogical reasoning. The results suggest that engaging in online collaboration, facilitated by the learning‐by‐design approach, is instrumental in enabling pre‐service teachers to learn corpus technology and expand their repertoire of teaching strategies. Our findings imply that both intra‐ and inter‐group collaboration modes are important to help pre‐service TESOL teachers holistically develop TPACK for language teaching. Similar implications may be applied to other subject‐specific TPACK training.Practitioner notesWhat is already known about this topic Teacher preparation programmes play a crucial role in developing pre‐service teachers' technological, pedagogical, and content knowledge (TPACK) TPACK integration into pedagogical practice and subject‐specific professional development opportunities are important for effective teaching, but there is a lack of research on subject‐specific TPACK development (eg, TPACK in language teaching) Online collaborative learning can support TPACK development, but most studies focused on intra‐group interactions with little attention to inter‐group interactions What this paper adds Introduces a new corpus‐based language pedagogy (CBLP) for TESOL teachers to help them develop TPACK in language teaching Presents an innovative two‐step training framework for developing TESOL teachers' TPACK in corpus technology Examines the role of online collaboration in developing pre‐service TESOL teachers' TPACK for teaching with corpus technology through learning by design Provides in‐depth qualitative data analysed both qualitatively and quantitatively to investigate the specific roles that intra‐group and inter‐group interactions play in shaping pre‐service TESOL teachers' CBLP development Develops an analytical framework comprising nine categories (under the comprehension and transformation stages of Shulman's pedagogical reasoning model) to code pre‐service TESOL teachers' TPACK development in corpus technology Finds that intra‐group interactions facilitate both comprehension and transformation stages, while inter‐group interactions predominantly facilitate the transformation stage of CBLP Implications for practice Emphasises hands‐on corpus‐searching skills and guidance on browsing corpora when designing CBLP lessons Encourages both within‐group and between‐group interactions in online collaborative learning to foster TPACK development for using corpus technology in teaching language subjects Considers incorporating similar approaches for developing other subject‐specific TPACK for other teaching subjects

Professional Development Program to Develop Teacher Educators’ Technological Pedagogical Content Knowledge

This study aimed to prepare, implement and evaluate the effectiveness of a professional development program that develops Technological Pedagogical Content Knowledge (TPACK) of teacher educators. Qualitative research methods were used. The research was carried out with 10 teacher educators from different departments. Pre- and post-interviews were conducted to evaluate the effectiveness of the program. The program was found to have positive effects. Teacher educators stated that while transferring the knowledge they gained to the classroom environment, the methods they used could affect the education positively and attract the attention of students. Therefore, they planned to use the knowledge they acquired later on. They realized that with the knowledge they gained through this program, they would be a role model for the teachers of the future. At the end of the program, each participant’s TPACK development was in line with their own cognitive readiness.

TPACK expression patterns in preservice teachers' design of innovative physics teaching and learning materials

AbstractBackgroundTPACK is a widely used framework for assessing teachers' competence in integrating technology in education. However, previous studies have shown varying interpretations of the relationship between TPACK elements. Qualitative studies that assess the manifestations of TPACK by examining the practices of pre‐service teachers are rare.ObjectivesThis study investigates technology integration in innovative physics teaching and learning materials designed by pre‐service teachers and the manifestation of technological pedagogical content knowledge (TPACK) in empirical cases.MethodsWe qualitatively extracted the components of PCK, TPK, and TCK from the innovative physics teaching and learning materials developed by 22 pre‐service teachers in their fourth year at a teachers' college in South Korea. We scored them based on the new evaluation criteria established in this study.Results and ConclusionsBased on the materials, we identified three types of technology integration: Learning Materials Providing, Learning Activity Providing, and Virtual Experiments Creating. This study identifies teachers' level of TK and integrates it with TPACK expression. Results confirm the connection between TK and TCK and show that a strong PCK can serve as a basis for TPK. The TPACK expression pattern can help achieve balanced development of TPACK in teacher education.

A lesson study on a MOOC-based and AI-powered flipped teaching and assessment of EFL writing model: teachers' and students' growth

PurposeThe lesson study aims to examine college English teachers' growth in technological pedagogical content knowledge (TPACK) and the improvement of students' learning outcomes in the context of MOOC-based and AI-powered flipped teaching and assessment of EFL writing (MAFTA).Design/methodology/approachThree college EFL teachers and their students (66 in total) participated in three cycles of MAFTA instruction. Triangulated analysis was conducted by considering all relevant data sources, including the teachers' discussions and reflections, the argumentative essays produced by the students before and after the MAFTA instruction, as well as the data gathered through questionnaires and interviews.FindingsThe three teachers demonstrated varying degrees of growth in TPACK, as evidenced by their increased knowledge of the technology tools and skills in utilizing the tools to realize their pedagogical beliefs on teaching EFL writing. Substantial improvements were detected in students' essays. The students generally have affirmative perceptions on the MAFTA model and the questionnaire and interviews specified the benefits they gained from each stage of the model.Originality/valueFirstly, the lesson study is grounded in an innovative approach to teaching EFL writing that incorporates multiple technological affordances. Secondly, it closely scrutinizes the dynamics of both teachers' and students' growths during the innovative practice. The findings could offer insights into teachers' TPACK development and effective integration of technological advancements in EFL education at the tertiary level.

Developing Pre-Service Biology Teachers’ Technological Pedagogical Content Knowledge through a TPACK-Based Course

<p style="text-align:justify">This study investigated pre-service biology teachers' (PSBTs’) technological pedagogical content knowledge (TPACK) development. A TPACK-based technology integration course (TPACK-BTIC) was implemented. The study employed a convergent parallel mixed-methods approach. A TPACK survey questionnaire and interview schedule were used to collect data from 50 PSBTs. The quantitative data were analysed by computing means, standard deviations, and dependent samples t-tests, while qualitative data were analysed using deductive thematic analysis based on the TPACK domains. Findings indicate that the intervention positively affected PSBTs’ TPACK development with significant improvements in technological knowledge (TK), technological pedagogical knowledge (TPK), technological content knowledge (TCK) and overall technological pedagogical content knowledge domains. In contrast, pedagogical content knowledge (PCK) and pedagogical knowledge domains showed no statistically significant improvements. PSBTs’ engagement in microteaching lesson study, reflection on using technology, and collaboratively designing lesson plans improved PSBTs’ TPACK domains. The study recommends that teacher training institutions consider implementing content-based technology integration courses that engage pre-service teachers in microteaching lesson study, reflecting on technology use and collaborative designing of curriculum materials that involve using technology to support their TPACK development.</p>

Development of TPACK Based Learning Media on Ablution Material to Increase Student Understanding

This research aims to develop TPACK (Technological Pedagogical Content Knowledge) based learning media on ablution material with the aim of increasing students'understanding. TPACK uses an approach that integrates technology, pedagogy and content knowledge to create effective learning experiences. The research method used is development research with the ADDIE model. The subjects in this research were 20 people. Data collection techniques were obtained through validation tests, practicality tests and effectiveness tests by expert people. Data collection instruments using questionnaires and student responses. The results of the research show that the development of TPACK-based learning media on ablution material is effective in increasing students' understanding. Students show improvement in understanding the steps of ablution, the meaning of the associated symbols and the relevance of daily life practices. This research contributes to the development of a learning model that can be adopted in the context of religious education, especially regarding ablution material. This learning media helps students understand the procedures for ablution so that they gain a valid, practical and effective understanding.

Examining Pre-Service Chemistry Teachers’ Technological Pedagogical Content Knowledge (TPACK) of Using Data-Logging in the Chemistry Classroom

In recent decades, the integration of technology, particularly data logging, has become a cornerstone of effective science teaching, placing increased emphasis on the cultivation of teachers’ Technological Pedagogical Content Knowledge (TPACK). While the TPACK framework has garnered attention in science education, limited research has explored the interplay of TPACK components within a constructivist context, particularly in the context of data-logging-supported chemistry class. To bridge this research gap, this study conducted a comprehensive survey on TPACK with 181 pre-service chemistry teachers, probing their TPACK as it pertains to data logging. Results from both exploratory and confirmatory factor analyses underscored the reliability and validity of the survey instrument. Subsequently, structural equation modeling was employed to illuminate the intricate relationships among various facets of TPACK. Findings suggested a sequential developmental pattern within TPACK, with teachers’ Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and Pedagogical Content Knowledge (PCK) all exerting a positive influence on their overall TPACK. Moreover, this study unveiled a significant correlation between pre-service chemistry teachers’ data-logging TPACK and their capacity for design thinking. Interestingly, gender differences in TPACK were negligible. In light of these findings, this study not only contributes to our understanding of TPACK development but also has practical implications for nurturing pre-service chemistry teachers’ proficiency in TPACK when using data-logging.

Instructors’ perspectives of TPACK in a vocational training classroom in Namibia

Over time, vocational education has undergone a paradigm shift due to the integration of technology into teaching and learning. This change renders it necessary for vocational training instructors to have technological pedagogical content knowledge (TPACK) for effective technology adoption and integration into teaching and student learning. However, developing competence in the intersection of technology, pedagogy and content remains a challenge for many lecturers entering vocational education. Instructors’ decisions to integrate technology depend on their perceptions of TPACK, which can influence their approach to integrating technology into teaching. This study is part of a longitudinal study that has been examining instructors’ development of TPACK in vocational education in Namibia. Using a qualitative approach and the TPACK framework, data were collected through questionnaires and focus-group interviews. The data were analysed thematically using Nvivo software. The findings reveal that instructors’ teaching experience expands their knowledge beyond technology integration, leading to a new understanding of TPACK constructs. In addition, the study shows that their disposition towards TPACK shifts with access to teaching technologies and that students’ learning needs inform Instructors’ TPACK. The study offers insights into the ways in which vocational education instructors integrate their teaching experience with technologies and relate that to the TPACK framework constructs.

The impact of an online technology course on pre-service teachers’ technological knowledge: Strategies and design

This study investigated how pre-service teachers’ technology integration knowledge changed as a result of participating in an online educational technology course for a semester in the Fall of 2020 and the Spring of 2021. The pre-service teachers’ technology integration knowledge development was assessed through their self-reported technological pedagogical content knowledge (TPACK). A total of 194 participants completed a validated TPACK pre- and post-test survey. The results of multilevel modeling analysis suggested that the participants had significant gains in all TPACK domains. Strategies used in designing the online educational technology course were examined for their contribution to pre-service teachers’ TPACK development. Educational technology-based course included activities that facilitated the integration of the components of TPACK framework through peer interactions, lesson planning, and peer feedback. The findings have implications for future research and provide guidance for the design of effective online learning environments to improve pre-service teachers’ technology integration knowledge.

Prospective mathematics teachers’ TPACK development in graphical data displays: a microteaching lesson study

This case study investigated the development of prospective mathematics teachers’ technological pedagogical content knowledge (TPACK) in graphical data displays with (VM) within the context of a microteaching lesson study (MLS). This research investigated how five participants integrated technology and implemented a lesson plan aimed to teach statistical data displays. The MLS cycled through the phases of lesson plan design, discussion, implementation, and revision. Fundamental data was gathered through group discussions of which were operated through the lesson plans and video recordings of lesson implementation. The TPACK codebook (Hughes. 2013. Descriptive indicators of future teachers’ technology integration in the PK-12 classroom: Trends from a laptop-infused teacher education program. Journal of Educational Computing Research, 48(4), 491–516) was utilised to conduct a thorough analysis of the transcribed data through collaborative group discussions. The findings indicate that the MLS led to some improvements in the TPACK of the participants. In particular, participants developed a stronger knowledge of statistical content, pedagogical content, and technological content pertaining to data displays.

Redesigning mathematics preservice teachers’ preparation for teaching with technology: A qualitative cross-case analysis using TPACK lenses

This qualitative cross-case study examined how a university redesigned instructional course for a preservice program supported the development of mathematics preservice teachers' Technological Pedagogical Content Knowledge (TPACK) regarding the use of Information and Communication Technologies (ICT) in their instruction. This research occurred on the context of a redesigned Mathematics Teaching Practice IV course. This course was redesigned to include in it the six SQD-model (Synthesis of Qualitative Evidence) micro level for preparing preservice teachers to use ICT in mathematics teaching and learning practices and was taught by professors with strong ICT profiles. These course activities were organized and used during an entire semester and the combination of these group of activities was called Studying, Learning and Teaching mix. We observed the preservice teachers' practices in their design and teaching of high school lessons and conducted semi-structured interviews to assess their TPACK development. While there were observable features of TPACK development in the early TPACK levels as a result of the participants' experiences, the authentic teaching experience clearly challenged their attitudes and beliefs about teaching and learning mathematics and the role ICT might play in this process. The course experience provided multiple teachable moments for the course professors as they observed and described the preservice teachers’ TPACK levels. In the end, we found that the Case 1 of preservice teachers demonstrated multiple descriptors from the Accepting TPACK level while those in Cases 2 and 3 displayed descriptors primarily associated with the Recognizing TPACK level. Results suggest that their attitudes and beliefs were challenged through a constructive and iterative process that ultimately supported their TPACK development.

The Construction and Practice of a TPACK Development Training Model for Novice University Teachers

The smart age has created new goals, and offers novel approaches for teachers’ professional development. The acquisition of technological pedagogical content knowledge (TPACK) has become essential for novice university teachers’ professional development. With the aim of developing teachers’ TPACK, this study constructed a BOPPPS–TPACK training model by following four key design principles: smart-tool-based, pedagogy-driven, microteaching-integrated, and creatively enhanced. This paper describes a practical study involving 145 teachers that was carried out using questionnaire surveys, interviews, and electronic record analyses. The results showed that the BOPPPS–TPACK training process could achieve the effective coupling of BOPPPS and TPACK and enhance novice university teachers’ ability to engage in in-depth learning and TPACK transfer, creating a method and system to guide teachers’ professional development. Measures such as optimizing the construction of smart environments for teachers’ professional development, enriching pedagogical content of knowledge-based representations, and extending feedback collection to practical settings can help to enhance TPACK development.

Pre-service Teachers’ Perceptions after Designing TPACK-based Media for 21st Century Learning in Practice Teaching Experience

There are three research objectives in this research. First, to find out the pre-service teachers’ perception of using Technological Pedagogical Content Knowledge (TPACK)-based media in their teaching practice. Second, to explore technological content knowledge TCK-based media which pre-service teachers used in their teaching and learning. Third, to describe the challenges that the pre-service teachers face in practice teaching experience. This research used descriptive qualitative method. The subject of this research consists of 25 pre-service teachers. The data of this research were collected by using questionnaires and interviews. The questionnaire consisted of closed-ended questions using a Likert scale to measure participants' perceptions related to TPACK implementation. The responses from the questionnaire were analyzed using pie charts to visually represent the distribution of responses. Additionally, interviews were conducted to validate the questionnaire responses and gain further insights into the use of TPACK-based media. The findings of the study indicated that pre-service teachers held positive perceptions of TPACK-based media. They reported implementing TPACK-based learning approaches, successfully overcoming design challenges, and observing improved student engagement and comprehension. The study underscores the importance of technological content knowledge (TCK) utilized by pre-service teachers during their teaching experience. By examining the development and practical application of TPACK, the research aims to contribute to the design of professional development programs that enhance pre-service teachers' technical pedagogical knowledge.

Effects of the visual analytics of peer feedback on teachers’ TPACK development in a lesson study

ABSTRACT Teacher networks and communities have played an important role in teacher professional development. In such contexts, teachers often receive extensive feedback from peers as part of social learning. However, many teachers have difficulty identifying essential information from a large amount of peer feedback, which may impede self-reflection and peer learning. This study proposes the use of computer-assisted visual analytics of peer feedback to address this challenge. A visualisation-based analytical dashboard was designed and applied to help teachers analyse and reflect on peer feedback in a lesson study community for Technological Pedagogical Content Knowledge (TPACK) development. Primary school teachers participated in the lesson study, in which they collaborated to discuss lesson plans, observe recorded lessons, and give peer ratings and comments using an online platform. By comparing the performance between those using the analytical dashboard and others not using it, the results show that the approach has promising effects on improving teachers’ TPACK as reflected in the lesson plans and their perceived confidence in TPACK. The implications of the findings are also discussed.

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

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.

Preservice teachers’ technological pedagogical content knowledge development: A bibliometric review

Technological pedagogical content knowledge (TPACK) has become an emerging topic in teacher education research. This review aims to analyze the global trends of the research on preservice teachers’ technological pedagogical content knowledge (TPACK) development. The bibliometric approach examines preservice teachers’ TPACK by identifying the most cited publications, journals, authors, funding agencies, and keywords used in the eligible studies (N = 114). The results show that preservice teachers’ TPACK research began in 2007 and the scientific community’s interest in this subject has been irregular. This study presents a global perspective on preservice teachers’ TPACK and provides researchers with future directions.

Emerging imbalance in the development of TPACK - A challenge for teacher training

This research continues the tradition of Technological Pedagogical Content Knowledge (TPACK) studies aimed at better understanding the development of pre-service teachers’ TPACK. The aim of the study is to show what are the areas of TPACK that pre-service teachers perceived as important and relevant for them, from a teacher training course. This course can be seen as a one of the many teacher training courses within teacher training. The course is not specially designed for mere educational technology, instead the course focuses on biology, using inquiry-based learning activities supported with various technologies. This study was conducted using qualitative methods. The research data consists of pre-service teachers’ (n = 165) answers to two short questions focusing on the elements that pre-service teachers gained from a teacher training science course for building their TPACK. The aim of this method was to highlight only the area that pre-service teachers felt important and relevant without providing any guiding structures. Results show the important role of Pedagogical content Knowledge (PCK) as the core area that respondents gained from the course. The results indicate that the role of Technological Pedagogical Knowledge (TPK) remained modest, the number of responses focusing on TPK was low, and the responses remained at a very general level. The results suggest that in order to provide pre-service teachers with better and more balanced support for the development of their TPACK, we need to highlight technology and make its role more explicit, especially from the perspectives of teachers.

초등예비교사의 영어 교과 TPACK에 대한 중요도-실행도 분석 연구

The present study investigates pre-service elementary school teachers’ perception about the importance of technological pedagogical content knowledge (TPACK) in English education, and their self-evaluation of TPACK performance, and analyzes the priority of educational needs among seven competencies in the TPACK Framework. One hundred and twenty-five pre-service elementary school teachers including six subject education majors participated. To measure their perceptions regarding the importance and performance of seven competencies including TPACK, the two surveys−TPACK Importance Survey and TPACK Performance Survey−were administered. Survey responses were analyzed using the Importance-Performance Analysis (IPA) method. The findings are: First, pre-service teachers’ perceived importance levels were higher than their perceived performance levels in seven competencies. Second, the IPA showed English and Korean education majors must focus on developing TPACK, maintaining the current level of pedagogical content knowledge (PCK). Science and computer education majors must focus on developing PCK in advance. Third, freshmen showed higher levels of importance and performance than juniors; however, according to the IPA, the priority needs for both groups are the same. The findings suggest that the TPACK development program should be adjusted to the pre-service teachers’ needs− which competencies to focus on in priority−according to their majors and grade levels.

Teacher Education Interventions on Teacher TPACK: A Meta-Analysis Study

Teacher education is an important strategy for developing teachers’ technological pedagogical content knowledge (TPACK). Many schools in the world have incorporated the training into teacher education plans. However, there has been controversy in academic circles concerning the effects of teacher education intervention in promoting the development of teacher TPACK. Therefore, this study used a meta-analysis approach to review the published literature on teacher education programs to determine the impact on TPACK. The results showed that teacher education intervention positively affected TPACK (d = 0.839, p < 0.0001). Besides cultural background, experimental participants, types, sample types, intervention durations, differences in measurement methods, intervention types, and learning environments are the reasons for the differences in the effects of the interventions. The research design using random experiments had a significant positive effect on the size, which was significantly higher than that of the quasi-experiment. The longer the duration of teaching intervention, the stronger the improvement effect of teachers’ TPACK. There are significant differences in improving TPACK between teaching interventions, and the effect is more obvious. Teacher education intervention has a greater and slightly smaller impact on theoretical and practical knowledge. However, cultural background, experimental participant, sample type, and learning environment have no significant effect on teacher education intervention.