Chapter Title

TPACK Research with Inservice Teachers: Where’s the TCK?

Authors

Mark J. Hofer, College of William and MaryFollow
Judi Harris, College of William and MaryFollow

Files

Document Type

Book Chapter

Department/Program

Education

Publication Date

2012

Book Title

Research Highlights in Technology and Teacher Education 2012

Role

Cleborne D. Maddux and David Gibson

Publisher

Society for Information Technology and Teacher Education

First Page

31

Last Page

36

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.

Publication Statement

© 2012 SITE

Recommended Citation

Hofer, Mark J. and Harris, Judi, "TPACK Research with Inservice Teachers: Where’s the TCK?" (2012). Book Chapters. 9.
https://scholarworks.wm.edu/bookchapters/9