Revisiting conceptions of knowledge as part of the TPACK framework

Michael Phillips, Matthew Koehler, Joshua Rosenberg, Benjamin Zunica

    Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review


    Teacher knowledge has been a research focus for a number of decades and is a core component of the TPACK framework and the PCK framework which preceded it. Despite the centrality of knowledge in both conceptualisations, it is difficult to find a clear and universally accepted understanding of the term knowledge. We believe that, outlining differences in knowledge domains may assist members of the TPACK research community – and indeed those who draw on PCK as a research focus – to develop a more nuanced understanding of the possibilities and limitations that result from these epistemological differences. This paper therefore presents an argument that the knowledge required by teachers should not be thought of as a homogenous term. In contrast, discussion presented in this paper will highlight differences in knowledge domains including justified and true knowledge; skills based knowledge; and actionable, craft knowledge. Discussion of these knowledge domains will challenge the interconnected representations of knowledge presented in frameworks such as PCK and TPACK will be together with three major implications for teacher education.
    Original languageEnglish
    Title of host publicationResearch Highlights in Technology and Teacher Education 2017
    EditorsLeping Liu, David C. Gibson, Greg Chamblee, Rhonda Christensen, Denise Crawford, Elizabeth Langran, Lee Langub, John Lee, Marilyn Ochoa, David Rutledge, David Slykhuis, Joke Voogt, Melda Yildiz
    Place of PublicationWaynesville NC USA
    PublisherAssociation for the Advancement of Computing in Education (AACE)
    Number of pages7
    ISBN (Electronic)9781939797308
    Publication statusPublished - 2017


    • TPACK
    • Teacher knowledge

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