PCK and TPCK/TPACK: more than etiology

Michael Phillips, Judith Harris

    Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review


    In this review of multiple reinterpretations of TPCK/TPACK that have emerged over time, we trace the construct’s roots not only to PCK, but more importantly to Shulman’s (1987) knowledge base for teaching, within which PCK was originally situated. We suggest that TPACK is a special case of PCK that sits within the considerably broader knowledge base for teaching, basing this assertion upon Cox’s (2008) explanation of the differences between teachers’ PCK and TPACK. Following Cox, we argue that TPACK references only the specific nature of a teacher’s PCK when unfamiliar digital tools are considered and implemented for educational purposes. We recommend that TPACK researchers distinguish among the different categories of teachers’ knowledge, reasoning, and action more clearly, bounding TPACK more narrowly in ways that mirror how Shulman delineated PCK with reference to the six other components comprising his knowledge base for teaching.
    Original languageEnglish
    Title of host publicationSITE 2018
    Subtitle of host publication29th International Conference - Society for Information Technology and Teacher Education - March 26-30, 2018, Washington, DC
    EditorsElizabeth Langran, Jered Borup
    Place of PublicationWaynesville NC USA
    PublisherAssociation for the Advancement of Computing in Education (AACE)
    Number of pages8
    ISBN (Print)9781939797322
    Publication statusPublished - 2018
    EventSociety for Information Technology and Teacher Education International Conference 2018 - Washington, United States of America
    Duration: 26 Mar 201830 Mar 2018
    Conference number: 29th


    ConferenceSociety for Information Technology and Teacher Education International Conference 2018
    Abbreviated titleSITE 2018
    Country/TerritoryUnited States of America

    Cite this