Kokoc, M., & Karal, H. (2019). A study on the technological pedagogical content knowledge experiences of primary school teachers throughout blended professional development programs. In M. L. Niess, H. Gillow-Wiles, & C. Angeli (Eds.), Handbook of research on TPACK in the digital age (pp. 302–327). https://doi.org/10.4018/978-1-5225-7001-1.ch014  

Abstract:

“The purpose of the chapter is to examine the effectiveness of a blended teacher professional development program focused TPACK on the TPACK development of primary school teachers. The study describes a blended teacher professional development program in which primary school teachers developed their TPACK. An embedded experimental mixed method design was employed. A total of 12 events were organized including six face-to-face seminars and six online seminars which were performed by field experts within the program. A Facebook group was created to promote sharing and to increase communication and interaction among the participants. Quantitative results indicated that all participants developed their perceived TPACK knowledge and skills with respect to their subject matter and pedagogical approaches. Qualitative results indicated that the participants reflected knowledge, skills, and actions that met the indicators related to TPACK development. The study has significant implications for the understanding of how design and conduct effective blended program.”