Teachers’ planning and teaching decisions: A TPACK in context perspective

Abstract

We conducted this observational study to understand the application of technological pedagogical and content knowledge (TPACK) by eight educators from a university in Australia when making planning and teaching decisions. We observed them 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 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 processes to set goals, select appropriate knowledge bases and then apply them were observed as a frequent teaching pattern with 19 knowledge bases and combinations. 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.

Implications for practice or policy:

• Teacher education programmes could redefine their technology in teaching curriculum to include a broader range of knowledge bases beyond content, pedagogy and technology or their combinations.
• Professional development programmes for in-service teachers could address teaching practices holistically so that technology use is not separated from overall lesson development skillsets.
• Policymakers could provide additional funding and resources for professional development opportunities for teachers and use a targeted approach with common technology provisions.