Developing Educators’ Technological Pedagogical Content Knowledge (TPACK)
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".
Deadline for manuscript submissions: closed (8 March 2024) | Viewed by 829
Special Issue Editors
Interests: using technology to facilitate teachers' professional growth and reflection; Technological Pedagogical Content Knowledge (TPACK) framework
Special Issue Information
Dear Colleagues,
Technological Pedagogical Content Knowledge (TPACK) (Mishra and Koehler, 2006) is a holistic framework that highlights educators’ need to use technology effectively to promote learning. The COVID-19 pandemic has accelerated the integration of technology in education and highlighted the critical role of TPACK. Educators need TPACK to effectively close learning gaps created by the pandemic, navigate new hybrid learning models, tailor instruction to individual student needs, and enhance student engagement. Yet, the importance of TPACK extends beyond individual classrooms; it shapes the landscape of teacher education, professional development, curriculum design, and educational policy. It prompts educators and researchers to continually explore innovative teaching practices, develop robust professional development and teacher education programs, and contribute to the ongoing discourse on the transformative potential of technology in education.
The aim of this Special Issue is to foster dialogue and reflection on diverse aspects of TPACK across various contexts. We invite submissions encompassing research on the cultivation of educators’ TPACK, innovative practices and case studies highlighting effective TPACK teaching and learning, and theoretical contributions that stimulate discussions on reconceptualizing TPACK. Possible topics include, but are not restricted to, the following:
- New ways to measure TPACK;
- Alternative professional development approaches to developing educators’ TPACK;
- Innovative models and applications of the TPACK construct;
- Using informal learning environments (e.g., makerspaces, museums, after-school programs, nature centers, etc.) to develop TPACK.
Dr. Laurie Brantley-Dias
Dr. Yi Jin
Guest Editors
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- TPACK
- teacher education
- professional development
- technology integration
- teaching and learning
- teacher educator
- pre-service teacher
- in-service teacher
- coach
- administrator
