Developing TPACK Among In-Service Secondary Teachers in Taiwan: A Conceptual Mixed-Methods Research Design

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division K - Section 06: In-Service Teacher Professional Development Virtual Poster Session

Abstract

This conceptual paper presents a mixed-methods research design exploring how in-service secondary teachers in Taiwan develop Technological Pedagogical Content Knowledge (TPACK) amid nationwide digital transformation. Grounded in the TPACK framework and first- and second-order barrier theory, the study employs an explanatory-sequential approach: a validated Mandarin-language TPACK survey is followed by interviews with teachers across diverse school contexts. While data collection is planned for 2025–2026, the paper outlines a completed conceptual and methodological framework. Anticipated contributions include theoretical insights into teacher knowledge development, recommendations for professional development, and implications for equitable digital integration in secondary education.

Author

• Chin-Yi Huang, Indiana University of Pennsylvania