This final chapter serves as the epilogue, as both a summary and a synthesis of the chapters in the book. We begin by providing an informal historical overview of the current impact of TPACK as a theoretical framework in terms of the quantifiable reach of the theory as well as the rapidity and breadth of its acceptance. We then provide an overview of each chapter that includes, first, how they are grouped thematically and, then, its core ideas. For Chaps. we identify and summarize a few key takeaways and points of interest. Following this overview, we identify three crosscutting themes: the importance of the idea of learning by design for the development of TPACK; an emphasis on the evaluation and measurement of TPACK; and, finally, the important role that communities of practice play in TPACK development. We note how learning by design is relevant because several of the studies here involved educators working through the design process (creating software applications, lessons, and other teaching artifacts) to extend it into the arena of TPACK research. Evaluation/measurement is important as well because the work in this book seek to develop rubrics that would allow teacher educators to evaluate different facets of TPACK. Communities of practice were also relevant because, rather than looking at teachers in isolation, the work in this book represents settings that support partnership/teamwork between preservice and in-service teachers (as well as educational researchers, teacher educators, and others). Finally, after considering these points, we offer a note of both positive points and constructive critique regarding this book’s potential contributions to the internationalization of TPACK research.
|Original language||English (US)|
|Title of host publication||Development Of Science Teachers' TPACK: East Asian Practices|
|Number of pages||10|
|ISBN (Print)||9789812874412, 9789812874405|
|State||Published - Jan 1 2015|
ASJC Scopus subject areas
- Social Sciences(all)