TPACK in action: A study of a teacher educator’s thoughts when planning to use ICT

  • Shaista Bibi University of New South Wales
  • Shahadat Hossain Khan
Keywords: TPACK, Teacher Knowledge, Think Aloud

Abstract

In this paper, we discuss how a university lecturer (pseudonym: James) drew on his technological pedagogical and content knowledge (TPACK) when planning to integrate technology in teaching. The main purpose of the study was to use real-life planning observations to understand James’s TPACK. The data were obtained through think-aloud sessions in which James planned a course that is offered to undergraduate initial teacher education (ITE) students in a research-intensive Australian university. Chi’s (1997) verbal analysis method was used to analyse verbal qualitative data. The results indicate that a different set of knowledge domains underpinned James’s decisions in each different episode of his planning sessions giving his TPACK a dynamic and context-sensitive nature. We suggest observations of teachers when making actual planning decisions as one of the preferred methods to understand the nature of their TPACK. The study introduces a new approach in understanding how this teacher’s TPACK looks when he drew on various domains of knowledge, by visually presenting the combinations made among knowledge domains.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biography

Shaista Bibi, University of New South Wales
Educational Developer
Published
2017-08-31
How to Cite
Bibi, S., & Khan, S. H. (2017). TPACK in action: A study of a teacher educator’s thoughts when planning to use ICT. Australasian Journal of Educational Technology, 33(4). https://doi.org/10.14742/ajet.3071
Section
Articles