TPACK stands for Technological Pedagogical Content Knowledge. It is a theory that was developed by Punya Mishra and Matthew J. Koehler of Michigan State University in 2006 to explain the set of knowledge that teachers need to teach their students a subject, teach effectively, and use technology.
Furthermore, it is a framework that helps to understand and describe the kinds of knowledge needed by a teacher for effective pedagogical practice in a technology-enhanced learning environment.
TPACK is one of the good educational practice in any environment. we have to design/ make use of it in proper way based on the course where we are applying it
Hello Emeka - First of all - good luck with your research.
A few observations:
Make sure that students are well-versed in the broader PCK literature starting with Shulman
See TPACK as a framework not some kind of a magic bullet.
Think about who your pre-service teachers are - primary generalists or secondary specialists - your TPACK approach is likely to vary by audience.
Think about the broader context in which Nigerian teachers are currently introduced to ICT - is it as a subject (in Australia there is subject called Digital Technologies) or is the main focus ICT deployed across the curriculum.
For me the main purpose of introducing ICT to pre-service teachers is to help them to think in multiple ways about how technology might add value to whatever it is that is being taught. A framework in itself doesn't help much. It is about the sense that a teacher educator makes sense of TPACK for his or her students and the meanings or implications for their professional; practice that pre-service teachers can distil from the framework.
The answer to why TPACK matters to Nigerian pre-service teachers is likely to be embedded in their broader understanding of how PCK in general helps to make them a better teacher.
Also try to get them thinking about what pedagogical practice looks like at the intersecting sweet spot of the Venn diagram!
Also have a look at these papers:
Stoilescu, D. (2015) A Critical Examination of the Technological Pedagogical Content Knowledge Framework: Secondary School Mathematics Teachers Integrating Technology, Journal of Educational Computing Research
https://journals.sagepub.com/doi/abs/10.1177/0735633115572285?journalCode=jeca
Lehtinen, A, and Nieminen, P. (2016) Preservice Teachers’ TPACK Beliefs and Attitudes Toward Simulations, CONTEMPORARY ISSUES IN TECHNOLOGY AND TEACHER EDUCATION
https://www.citejournal.org/volume-16/issue-2-16/science/preservice-teachers-tpack-beliefs-and-attitudes-toward-simulations/
Gur, H. & Karamete, A. (2015) A SHORT REVIEW of TPACK for TEACHER EDUCATION , Educational Research and Reviews
Article A SHORT REVIEW of TPACK for TEACHER EDUCATION
@Peter Brett; Thanks. Will be doing my PhD exit defense in a week time but still have that thirst of furthering my research on TPACK or collaborating on researches for the betterment of Teacher Education in my country.
Your comments are very much thoughtful and enlightening...and I will be speedily looking into these materials you have recommended.
the TPACK is a good model .then he explain, discuss and match differents competences for pre-service teachers in the light of our teacher program syllabus.
Your question was, ‘How best can TPACK Framework be applied for an efficient result in Nigeria Teacher Education?’. If I were you, I will be very careful in applying any theory or method developed and validated with Western samples. Nigerian teacher education context is different, so are it’s people. For one, what constitute thinking dimensions of Nigerian teacher candidates are different & more complex than their U.S. counterpart. This is an example based on a finding from my research. In essence, the efficiency and application of TPACK must be situated in context. It requires deconstruction before you can meaningfully apply it if your goal is not just to follow the “trend” that will amount to no real research and practice impact.
Good luck.
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