Technological, pedagogical and content knowledge (TPACK) has been widely used as a theoretical framework to explore teachers’ technology use in classroom settings. While these studies have contributed to understandings of the interplay between these different knowledge domains, little work has been done to examine the influence of teachers’ workplace settings on TPACK enactment. This paper begins to address this issue reporting findings from a study involving ten teachers in an Australian secondary school. Results indicate that TPACK enactment is influenced by processes of identity development and practice. These findings challenge the established position of knowledge as an epistemological possession inherent in the TPACK framework rather than also considering knowing as an epistemology of practice.
|Publication status||Published - 8 Apr 2016|