A Methodological Examination of the Technological, Pedagogical, and Content Knowledge Conceptual Framework in Qualitative Research: A Review of Research in Teaching and Teacher Education

• In Event: Marriott Roundtable Session 4
  In Roundtable Session: Insights for In-Service Teacher Professional Development (Technological, Pedagogical, and Content Knowledge)

Abstract

This review of research examined how researchers defined and employed the Technological Pedagogical and Content Knowledge (TPACK) knowledge categories within qualitative research studies set within teaching and teacher education. The review examined (through a qualitative research process) how definitions and data examples were coded using the TPACK conceptual framework and its knowledge sub-types. This research revealed researchers are using incomplete or completely different definitions of TPACK knowledge areas, and knowledge sub-types are not equally represented within definitions and data examples. The review built a TPACK qualitative codebook that can support more reliable, valid, generalizable, and trustworthy TPACK-related research and provides practice-based examples that may assist in teaching TPACK to teachers.

Authors

• Joan E. Hughes, The University of Texas at Austin

• Yujung Ko, The University of Texas - Austin

• Mihyun Lim, The University of Texas - Austin