Year: 2012
Type: article
Abstract: Researchers are increasingly exploring the development and expression of experienced teachers’ technological pedagogical content knowledge (TPACK). While the majority of extant studies focus on evidence and growth of TPACK holistically, some have begun to distinguish teacher knowledge in TPACK’s subdomains, including technological pedagogical knowledge (TPK) and technological content knowledge (TCK). In reviewing this literature, one pattern has become apparent: teachers’ TPK is documented considerably more often than their TCK across studies that have disaggregated results according to these subdomains. This paper reviews the studies that together illustrate this trend, offering potential explanations and suggestions for further investigation.
Authors: Mark Hofer, Judi Harris
Institution: William & Mary
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1564198154