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首页> 外文期刊>Computers & education >Toward a framework that connects individual TPACK and collective TPACK: A systematic review of TPACK studies investigating teacher collaborative discourse in the learning by design process
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Toward a framework that connects individual TPACK and collective TPACK: A systematic review of TPACK studies investigating teacher collaborative discourse in the learning by design process

机译：迈向连接个人TPACK和集体TPACK的框架：对TPACK研究调查教师协作话语在设计过程中的学习中的系统审查

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摘要

"Learning by design" is a widely used approach for developing teachers' technological pedagogical content knowledge (TPACK) in the context of designing technology-enhanced instruction. This approach offers teachers the opportunity to learn from colleagues with different areas of expertise. Despite the critical importance of teachers' collaborative discourse in mediating teacher learning in the design process, there has not yet been a TPACK review to analyze how researchers investigate this discourse. After a systematic literature search, we identified eleven TPACK studies from seven geographical regions that investigated teachers' collaborative discourse, and then examined how the researchers had structured and analyzed this discourse and integrated their findings. Our analysis identified four strategies used by the researchers to structure and promote teachers' collaborative discourse. We found that most studies relied on the "coding and counting" data analysis method to reveal the distribution of TPACK (sub)sets expressed in the collaborative discourse but not the dynamics of the knowledge construction process or the progression of the discourse. Although the studies generally provided initial evidence for the efficacy of the design process, this evidence was rarely based on changes in teachers' TPACK as enacted during classroom instruction or on the quality of the design outcomes. We thus propose a new conceptual framework that emphasizes the reciprocal knowledge exchange process between the TPACK of individual teachers and the knowledge shared by teachers through collaboration. This framework refocuses the attention of researchers on investigating and connecting teachers' individual and collective TPACK and their development during the learning by design process.
机译：“设计学习”是在设计技术增强教学的背景下开发教师技术教学内容知识（TPACK）的广泛使用方法。这种方法为教师提供了从不同专业领域的同事中学到的机会。尽管教师协作话语在设计过程中调解教师学习中的教师协作话语至关重要，但尚未进行TPACK审查以分析研究人员如何调查这个话语。在系统的文献搜索之后，我们确定了来自七个地理区域的11项TPACK研究，调查了教师的合作话语，然后检查了研究人员的结构和分析了这个话语并综合了他们的调查结果。我们的分析确定了研究人员使用的四种策略，构建和推广教师的协作话语。我们发现大多数研究依赖于“编码和计数”数据分析方法，以揭示协作话语中表达的TPACK（子）集的分布，而不是知识施工过程的动态或话语的进展。虽然研究通常为设计过程的功效提供了初步证据，但这种证据很少根据教师TPACK在课堂教学或设计成果的质量中制定的教师TPACK的变化。因此，我们提出了一种新的概念框架，强调各个教师TPACK之间的互惠知识交流过程以及教师通过合作共享的知识。该框架重生了研究人员对研究和连接教师个人和集体TPACK的关注及其在学习过程中的发展。

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