A Case Study of STEM Teacher Specialized Knowledge Development Through Peer Feedback and TPACK Framework

• In Event: Cultivating Teacher Agency & Knowledge: Innovations in STEM/STEAM Professional Development

Abstract

This study examines the effects of a Research Experiences for Teachers (RET) program on the development of specialized teacher knowledge within the TPACK framework. Using a qualitative case study design, one participant was randomly selected to explore in depth her experiences, productions, and reflections during the RET. Findings indicate that peer interaction and feedback significantly strengthened Content Knowledge (CK), Pedagogical Knowledge (PK), and Pedagogical Content Knowledge (PCK), while also fostering the integration of Technological Knowledge (TK) with pedagogical and content domains. The study highlights the importance of collaborative spaces for critical dialogue and technology integration in teacher professional growth.

Authors

• Romario Montaño-Ramos, Texas Tech University

• Faith Maina, Texas Tech University

• Ngoc Kim Tuyen Pham, Texas Tech University