Teachers’ Planning and Teaching Decisions: A TPACK in Context Perspective

Abstract

An observational study of planning and teaching practices was undertaken and a TPACK in Context framework with 5 novel knowledge bases and several new combinations was empirically developed. Tertiary educators were observed in both their lesson planning and delivery using think aloud and recorded lesson categorisation. Teacher time was found to be overall 60% devoted to these expanded knowledge bases compared to 40% in the original TPACK framework. Large differences were observed between planning versus delivery in terms of the usage of these TPACK in Context knowledge bases with around 75% of planning being in the expanded categories versus 40% in delivery. Dynamic process to set goals, select appropriate knowledge bases, and then apply them were observed as a frequent teaching pattern with 19 observed knowledge bases and combinations of them. TPACK can be systematically expanded and teaching with technology may be better understood using a holistic and non-prescriptive observational approach to make sense of teaching practices prior to categorising them. Future research could benefit from exploring the use and interaction of these TPACK in Context knowledge bases along with their distinctive characteristics.