Kurban, K. (2020). Characterizing middle grade mathematics teachers’ technological pedagogical content knowledge (TPACK) using a robust data set. The Texas Forum of Teacher Education, 10, 3-16. https://txate.org/resources/Documents/Kurban%202020.pdf

Abstract:

“Teachers’ combined knowledge of contents, technologies, and the pedagogical methods has become a focus of understanding and evaluating teachers’ quality. Much of the research uses rubrics to assess technological pedagogical and content knowledge (TPACK) but are limited in that the data sources are oftentimes only lesson plans. The purpose of this study was to characterize mathematics teachers’ TPACK using a robust data set that includes the lesson planning process (written lesson plan), implementation of the lesson as represented through video, and teacher reflection about the lesson. Fifteen middle grade mathematics teachers’ Technology Lesson Cycles data (the robust data) were assessed and analyzed using a pretested rubric which is the first part of the study. Findings from the study illustrate that the in-service mathematics teachers’ pedagogical knowledge (PK) and the knowledge components that contain PK are relatively weaker than other components. Among all seven TPACK components, the technological pedagogical knowledge (TPK) was the weakest knowledge component. This work brought forward a deeper understanding of how TPACK translates to practice. Recommendations were provided for teacher education programs and for future studies. “