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Visiting Technological Pedagogical and Content Knowledge (TPACK): Issues and Challenges for Teachers' Professional Development

Visiting Technological Pedagogical and Content Knowledge (TPACK): Issues and Challenges for Teachers' Professional Development
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Author(s): Chien Yu (Mississippi State University, USA) and Dana Pomykal Franz (Mississippi State University, USA)
Copyright: 2018
Pages: 12
Source title: Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-5631-2.ch050

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Abstract

The TPACK framework has been widely discussed for effective technology integration, and the literature has also indicated TPACK has significant implications for teacher education and professional development. The purpose of this chapter is to examine interconnectedness of TPACK and teacher professional development. This chapter reviews the research on TPACK and the extensive literature on quality professional development for teachers. In addition, the chapter highlights how various content areas have addressed pedagogical content knowledge and implications for practice in technology and teacher development. The chapter seeks to contribute knowledge about the structure of professional development initiatives that involve instructional technology and integration into various content knowledge disciplines.

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