The role of Technological pedagogical content knowledge in teachers' professional development: a narrative review

Document Type : Original Article

Authors

1 Assistant Professor, Farhangian University, Arak

2 M.A. Graduate in Educational Administration Bu-Ali Sina Hamadan University

Abstract

Background and Objectives: Teacher professional development is a continuous process through which teachers adapt and grow in accordance with their abilities and the needs of the changing times. Today, teacher development is not only about mastering science and teaching abilities, but also about mastering technology. One of the innovative ideas for improving education in the 21st century is to rethink education and curriculum development by integrating information and communication technology with educational content knowledge in a systematic way. This integration enables teachers to effectively incorporate modern technology tools and resources into their teaching practices, increase the overall quality of education, and prepare students for the needs of the digital age. Methods: The present study is a narrative review study and was conducted with the aim of investigating and analyzing the role of Technological pedagogical content knowledge in teachers' professional development. Scientific articles published on Internet databases were used to collect information.  Findings: The research findings showed that Technological pedagogical content knowledge, by creating competencies in technological knowledge, educational knowledge and content knowledge, educational content knowledge, technological content knowledge and technological educational knowledge, leads to a teacher's appropriate understanding and representation of education and teaching along with the use of appropriate technology, and also creates different roles for teachers and transforms educational experiences and educational processes. Conclusion: Overall, according to the research findings, it can be said that professionalization is a continuous process through active participation in practice. Teachers cannot struggle alone to achieve this goal, but need to be supported by various parties. Hence, education systems should seek to provide opportunities for teachers to develop their professional skills in-service to maintain high standards of teaching and to retain a high-quality teacher workforce. Technological educational content knowledge is a unique type of expertise that drives teachers towards professional development.

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