THEORETICAL ASPECTS IN THE FORMATION OF
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INSERVICE TEACHERS' TPACK DEVELOPMENT
Toshpulatova Mexriniso Kilichevna
Associated professor of Termez State University
PhD
toshplatovamehriniso@gmail.com
+998975537061
https://doi.org/10.5281/zenodo.16420019
Since its introduction by Koehler and Mishra (2008), various strategies
have been developed to help experienced teachers build their TPACK
(Technological Pedagogical Content Knowledge). Even in its early stages—when
it was still referred to as TPCK—researchers suggested specific methods for its
development. These included collaborative learning-by-design models for in-
service teachers (Koehler & Mishra, 2005) and university faculty (Koehler et al.,
2004), as well as instructional systems design (Angeli & Valanides, 2005) and
reflective practice (Niess, 2005) for pre-service teachers. Over time, a total of
twelve distinct strategies have emerged to foster this specialized form of applied
knowledge. This chapter outlines these twelve approaches and situates them
within the broader context of teacher professional development (PD),
highlighting recent trends in TPACK-focused teacher learning and future
research directions.
Research on teacher learning suggests that the most effective PD is active,
reflective, ongoing, embedded in daily practice, well-structured, and closely tied
to student learning and curriculum. Collaborative and community-based PD
models have been especially prominent over the past two decades (Darling-
Hammond & Richardson, 2009), alongside other effective formats like coaching,
mentoring, and teacher-led inquiry (Joyce & Calhoun, 2010). However, the
research remains inconclusive. A wide range of factors—including individual,
organizational, and contextual influences—affect the outcomes of professional
learning, making it difficult to directly link specific PD characteristics to
improved student outcomes across all settings (Opher & Peddler, 2011).
Therefore, the effectiveness of any given PD approach often depends on how
well it fits the unique needs, preferences, and contexts of individual teachers
(Pea & Wojnowski, 2014). In light of this complexity, it is important to consider a
broad spectrum of PD approaches in order to create more personalized and
effective learning experiences for teachers.
While few scholars have attempted to systematically organize all existing
PD models, Joyce and Calhoun (2010) identified five key categories: PD aimed at
individual teacher growth; PD delivered by mentors or leaders; community-
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based PD grounded in active learning; school or district-wide instructional
initiatives; and short, workshop-based learning sessions. In contrast, Kennedy
(2005) categorized nine PD models based on their underlying purposes. These
include training, certification, remediation (deficit-focused), cascade training
(peer-to-peer), standards-based PD, coaching and mentoring, communities of
practice, action research, and transformative PD. Transformative PD, in
particular, aims to foster both individual learning and broader school or
systemic change.
Another framework by Rogers Park et al. (2010) classifies PD in science
education by orientation, identifying five types: activity-driven, content-focused,
pedagogy-driven, curriculum-based, and needs-responsive. While these
frameworks help identify overall goals and structures, it is also essential to
explore the specific processes that make up each model—especially when
aiming to support TPACK development.To better understand these processes,
the researchers reviewed 23 issues of the
TPACK Newsletter
(from January
2009 to May 2015), as well as a database of TPACK publications from before the
newsletter's launch. The newsletter, distributed to about 1,200 subscribers,
compiles abstracts and citations from books, articles, dissertations, and
conference papers related to TPACK.
In total, 179 publications were identified that addressed the development
of in-service teachers' TPACK. Of these, 63 provided sufficient detail to identify
the instructional strategies and design elements used in their PD programs.
From this group, 35 publications were chosen to exemplify distinct professional
development models, based on the clarity and depth of the information they
provided. These models are summarized in Table 1 and organized by general PD
type and specific strategy for developing TPACK. Each model is explained in
more detail in the sections that follow.
As the analysis of extant TPACK PD literature described above
demonstrates, many approaches to TPACK development have been created and
explored in the decade since the construct was named and defined. Koehler,
Mishra & Cain (2013) and Koehler, Mishra, Kereluik, Shin, & Graham (2014)
classify these approaches in terms of teacher knowledge-building origins and
sequences. According to these authors, “PCK to TPACK” approaches help
teachers to build upon existing pedagogical content knowledge to develop
technological pedagogical content knowledge. “TPK to TPACK” approaches
suggest that teachers begin instead with existing technological knowledge,
learning to analyze and apply particular technologies in educational
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environments, then use that technological pedagogical knowledge to teach
specific content that is well-enhanced with use of digital tools and resources.
Simultaneous PCK and TPACK development approaches encourage teachers to
work collaboratively in design-based ways on problems of practice with
colleagues with differing sets of expertise, developing all of the aspects of TPACK
interactively and emergently (Koehler, et al., 2013, p. 18). This three-category
way of conceptualizing TPACK development approaches is helpful in
understanding the nature of the technology integration knowledge that teachers
build when participating in these three general types of professional learning
experiences. To examine the particular strategies that can be used to help
teacher-learners to develop their TPACK, however, a more fine-grained
classification system is needed. Focusing upon the different processes for 5
professional learning that have been used to assist teachers’ TPACK growth, in
addition to the sequences of the different types of knowledge developed
(Koehler, et al., 2013), and the overarching structures (Joyce & Calhoun, 2010),
purposes (Kennedy, 2005) and orientations (Rogers Park, 2010) to PD design
can help researchers and teacher educators to build more comprehensive and
pragmatic knowledge about approaches to and specific methods for TPACK
development.
Given the rapid emergence of digital technologies within the first ten years
of the TPCK/TPACK construct’s influence upon educational research and
practice, it seems probable that for at least 19 the next ten years of TPACK
development, inservice teachers will continue to require – and benefit from –
focused, situated, authentic, and personalized ways to develop their
technological pedagogical content knowledge. By purposefully choosing among
and combining the strategies and approaches classified and presented here,
perhaps the design and crafting of specific TPACK development efforts can
become even better matched to particular teachers’ professional learning needs
and preferences, and the contextual realities of their workplaces.
References
1. Allan, W. C., Erickson, J. L., Brookhouse, P., & and Johnson, J. L. (2010). Teacher
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2. Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues
for the conceptualization, development, and assessment of ICT-TPCK: Advances
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PEDAGOGICAL SCIENCES
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