Download Full Text (571 KB)
Handbook of Technological Pedagogical Content Knowledge for Educators
How is experienced teachers’ TPCK/TPACK developed? The full range of professional development (PD) models for inservice teachers’ TPACK-related professional learning is overviewed in this chapter, classified according to eight process-focused PD approaches and 12 specific strategies, and situated within the larger (non-TPACK) PD literature. Current and probable future trends in TPACK-related PD are documented and hypothesized, mirroring, in part, nascent assertions made by other researchers that effective PD for teachers is highly contextualized, personalized, and variable in structure, purpose, orientation, and process. Recommendations for future TPACK PD research and development are then made, based upon the trends and models discussed.
Harris, J. (2016). Inservice teachers' TPACK development: Trends, models, and trajectories. In M. Herring, M. Koehler, & P. Mishra (Eds.), Handbook of technological pedagogical content knowledge for educators (2nd ed.) (pp. 191-205). New York, NY: Routledge.