Looking outside the circles: Considering the contexts influencing TPACK development and enactment PROCEEDING
Michael Phillips, Monash University, Australia ; Matthew Koehler, Joshua Rosenberg, Michigan State University, United States
Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Technological pedagogical content knowledge (TPACK) is a well-known theoretical framework that has reshaped contemporary understanding of the interplay between forms of knowledge required by expert teachers. This paper draws on recent thinking and previously unpublished empirical data to shift the research focus to more closely examine the contexts in which TPACK is developed and enacted. In particular, this paper examines the way knowledge and activities of teachers are dialogically linked to the contextual conditions that surround them by considering teachers’ knowledge, identity and practice as part of a sociocultural, situated context. Two conclusions result from this work indicating the enactment of TPACK in a Community of Practice is not always consensual and that the reification of TPACK enactment in a Community of Practice is influenced by the power dynamics of its members. Finally, an elaborated model and suggestions for future research are presented.
Phillips, M., Koehler, M. & Rosenberg, J. (2016). Looking outside the circles: Considering the contexts influencing TPACK development and enactment. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 3029-3036). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 11, 2017 from https://www.learntechlib.org/p/172122/.
© 2016 AACE
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