English As a Foreign Language Teachers' TPACK by Mehrak Rahimi Shakiba Pourshahbaz

Author:Mehrak Rahimi,Shakiba Pourshahbaz
Language: eng
Format: epub
Publisher: IGI Global

The TPACK framework builds on Shulman’s (1987; 1986) explanations of PCK to determine the complex relationships between content and pedagogy and how content is presented, adapted, and prepared for effective instruction. The conceptualization of TPACK framework has developed significantly over time and through various series of publications (e.g. Mishra & Koehler 2006; Koehler & Mishra, 2008).

This model (Figure 3), consists of three main components of teachers’ knowledge: content knowledge (CK), pedagogical knowledge (PK), and technological knowledge (TK). As can be observed in Figure 3, there are other components in TPACK framework which are created as an interaction among the three domains of teacher knowledge within the framework of TPACK. These components include: TCK (Technological Content Knowledge), PCK (Pedagogical Content Knowledge), TPK (Technological Pedagogical Knowledge), and TPACK (Technological Pedagogical Content Knowledge). These components are considered equally important to the framework (Koehler & Mishra, 2009; Yurdakul, Odabasi, Kilicer, Coklar, Birinci, & Kurt, 2012).

Figure 3. The TPACK framework and its knowledge categories (Koehler & Mishra, 2009)

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