Culturally Responsive Teachers' Technology Pedagogy Content Knowledge (TPACK) Development: A Bronfenbrenner Perspective

• In Event: Sheraton Roundtable Session Fifteen
  In Roundtable Session: Technology, Culture, and Exceptional Audiences (Table 9)

Abstract

This paper reports beliefs of Technology Pedagogy Content Knowledge (TPACK, Mishra & Keohler, 2007) development from culturally responsive trained preservice teachers (PTs). All 24 PTs were recruited from a secondary teacher preparation program with various disciplines (English, Math, Science, and Social Studies). Using Brofenbrenners’ ecological systems (Bronfenbrenner, 2005) as lenses, our findings revealed that the PTs faced affordances and challenges of TPACK, while battling with tensions in their teacher training program and the K-12 systems. We found that (1)How teachers developed TPACK was rooted in their values and beliefs interacting with their ecological systems at micro-, meso-, exo-, macro-, and chrono-levels. Our results suggest that a supportive system is needed in developing teachers’ knowledge in TPACK integration.

Authors

• Ting Huang, College of William & Mary
  Presenting Author

• Shiyi Shen, University of Rochester
  Presenting Author

• Jia Lin, Howard University
  Presenting Author