Koehler And Mishra's PCK Model: Case Study

Theoretical / Conceptual framework

The multiple case study will adopt the well-established and critically evaluated Koehler and Mishra`s TPACK model as a lens of instructional design (Koehler & Mishra, 2005) that describes the three knowledge bases namely technology, pedagogy and content required by mathematics teachers for effective teaching and learning and how these constructs interact. The model explains variations in classroom teaching and learning with specific reference to connections among multiple constructs of variables based on technology, pedagogy and content knowledge in a well-defined contextual environment (Koehler, Mishra, Kereluik, Shin, & Graham, 2014).

However, the framework is simply an extension of (Shulman, 1986)`s constructs of PCK with technology as an added construct to form the overarching construct called TPACK (Archambault & Barnett, 2010; Yigit, 2014). (Shulman, 1987, p. 8) proposed that an unparalleled PCK for effective teaching and learning is needed that presents “blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organised, represented and adapted to the diverse interests and abilities of learners, and presented for instruction”. A firm PCK base of mathematics teachers forms a good ground for effective teaching and learning with educational technology because these teachers are able to

The constructs of PCK deals with how subject matter is changed from the knowledge of the teacher into the content of instruction in the teaching and learning process. The three components of PCK as illustrated in the Venn diagram in Figure 1 are interactive and form the central part of effective mathematics teaching and learning (Shulman, 1986; Zelkowski et al.,