Unpacking TPACK: reconsidering knowledge and context in teacher practice

Michael Phillips, Matthew J. Koehler, Joshua M. Rosenberg, Benjamin Zunica

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Abstract

Teacher knowledge has been a research focus for a number of decades and is a core of the TPACK framework and the PCK framework which preceded it. Despite the centrality of knowledge in both conceptualisations, it is difficult to find clear and universally excepted conceptualisations of the term knowledge. We believe that, before proceeding with additional definitional work of different knowledge forms or the boundaries between these, the community of TPACK researchers - and indeed those who use PCK in their research - may benefit from the opportunity to step back and clarify what is meant by the term ‘knowledge’. This paper presents an argument that the knowledge required by teachers should not be thought of as one form. In contrast, discussion presented in this paper will outline a continuum from justified and true knowledge to actionable, craft knowledge by which researchers might consider teacher knowledge.
Original languageEnglish
Title of host publicationSITE 2017
Subtitle of host publication28th International Conference - Society for Information Technology and Teacher Education
EditorsPaul Resta, Shaunna Smith
Place of PublicationWaynesville NC USA
PublisherAssociation for the Advancement of Computing in Education (AACE)
Pages2422-2429
Number of pages8
ISBN (Electronic)9781939797278
Publication statusPublished - 2017
EventSociety for Information Technology and Teacher Education International Conference 2017 - Austin, United States of America
Duration: 5 Mar 20179 Mar 2017
Conference number: 28th

Conference

ConferenceSociety for Information Technology and Teacher Education International Conference 2017
Abbreviated titleSITE 2017
CountryUnited States of America
CityAustin
Period5/03/179/03/17

Keywords

  • TPACK
  • teacher knowledge

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