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Chapter 8 synthesizes the findings from the previous chapters to answer the fourth research question, focusing on the extent to which teachers’ self-reported TPACK competencies align with their ICT-integrated lesson designs and the enactment of these designs. It compares the teachers’ perceived TPACK levels with the TPACK demonstrated in their lesson plans and classroom practices, identifying areas of alignment and misalignment. The chapter explores potential factors contributing to these discrepancies, drawing on interview data, reflection entries, and observations. Case-based analyses illustrate the individual teachers’ alignment patterns, providing nuanced insights into the complex relationship between teachers’ knowledge and their practical application of ICT in education.

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Alignment of Teachers’ TPACK and Practices

  • 章节

  • 发表日期：

    2025年

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  • Colin Lu,
  • Wenli Chen

摘要

Chapter 8 synthesizes the findings from the previous chapters to answer the fourth research question, focusing on the extent to which teachers’ self-reported TPACK competencies align with their ICT-integrated lesson designs and the enactment of these designs. It compares the teachers’ perceived TPACK levels with the TPACK demonstrated in their lesson plans and classroom practices, identifying areas of alignment and misalignment. The chapter explores potential factors contributing to these discrepancies, drawing on interview data, reflection entries, and observations. Case-based analyses illustrate the individual teachers’ alignment patterns, providing nuanced insights into the complex relationship between teachers’ knowledge and their practical application of ICT in education.