Preservice Teachers' TPACK Development: A Review of Literature

Abstract

Building upon Shulman’s pedagogical content knowledge and other prior research studies, Mishra and Koehler explicitly designed the TPACK framework, which includes technology as a third domain of knowledge, along with content and pedagogy. This literature review examines preservice teachers’ TPACK development organized around five different research methods (self-report measures, open-ended questionnaires, performance assessments, interviews, and observations). Although several themes related to preservice teachers’ TPACK development were identified from the literature reviewed, teacher educators and in-service teachers modeling the use of technology and preservice teachers’ TPACK development around the seven knowledge domains are discussed in detail. Thus, the intent of this review is to provide a synthesis that closely examines the documented results on preservice teachers’ TPACK development.

Additional information

Notes on contributors

Wei Wang

Wei Wang received her PhD degree from the School of Education at Iowa State University. She specializes in curriculum instructional technology and human–computer interaction. Her research interests include preservice teachers' development of technological pedagogical content knowledge (TPACK) and instructional design and development.

Denise Schmidt-Crawford

Denise A. Schmidt-Crawford is an associate professor and director of the Center for Technology in Learning and Teaching in the School of Education at Iowa State University. Her research focuses on teachers' development of technological pedagogical content knowledge (TPACK), and her teaching interests include using technology as a tool for innovation in schools and teacher education. Please address correspondence regarding this article to Denise Schmidt-Crawford, School of Education Iowa State University, 0624A Lagomarcino Hall, Ames, IA 50011, USA. E-mail: [email protected]

Yi Jin

Yi Jin is an assistant professor at Kennesaw State University. She specializes in curriculum instructional technology and literacy education. Her research interests include the integration of educational technologies in the PK–20 classrooms. She conducts research on preservice teachers' development of technological pedagogical content knowledge (TPACK), emerging educational technologies, and instructional design and development.