TPCK in Preservice and Inservice Teacher Education: A Discussion of how Technological Pedaogogical Content Knowledge is Facilitated and Constrained in Teacher Education Contexts

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Doering, A., Hughes, J., Schmidt, D., Grandgenett, N., Margerum-Leys, J. & Scharber, C. (2007). TPCK in Preservice and Inservice Teacher Education: A Discussion of how Technological Pedaogogical Content Knowledge is Facilitated and Constrained in Teacher Education Contexts. In R. Carlsen et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2007 (pp. 2194-2195). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/24913.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2007
San Antonio, Texas, USA
March 26, 2007
ISBN 1-880094-51-4
  Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Aaron Doering, Joan Hughes, University of Minnesota, USA; Denise Schmidt, Iowa State University, USA; Neal Grandgenett, Univerity of Nebraska at Omaho, USA; Jon Margerum-Leys, Eastern Michigan University, USA; Cassandra Scharber, University of Minnesota, USA

Abstract

Technological pedagogical content knowledge (TPCK) (Mishra & Koehler, 2006) is emerging as one of the field's more important contributions to teacher education. TPCK, a conceptual framework for technology integration, is based upon and extends Shulman's (1987) work on teacher knowledge. Mishra & Koehler (2005) describe TPCK as a complex, situated form of professional understanding; the nexus of teachers' content, pedagogical, and technological knowledge. While the TPCK framework is useful in that "it provides an analytic framework and categorization schemes for the analysis of teacher knowledge and its evolution" (Mishra & Koehler, 2006), the focus of this panel is to discuss how fostering TPCK in preservice and inservice teachers is both facilitated and constrained by approaches teacher education within varying contexts. The invited panelists are scholars from various institutions; each scholar is knowledgeable about education and content-specific TPCK.

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