How to Improve Mathematics Tutors' Technology, Pedagogical, and Content Knowledge

Sandy I Ching Wang, Eva Chen and Eric Zhi Feng Liu
Additional contact information
Sandy I Ching Wang: National Central University, Taiwan
Eva Chen: National Central University, Taiwan
Eric Zhi Feng Liu: National Central University, Taiwan

International Journal of Online Pedagogy and Course Design (IJOPCD), 2025, vol. 15, issue 1, 1-22

Abstract: This study used action narrative inquiry to examine how a mathematics tutor (2014–2024) in a shadow education setting built professional learning communities (PLCs) and promoted technological, pedagogical, and content knowledge (TPACK) through technology. Data from meeting records, online notes, videos, and diaries reveal a four-phase process: formation (awareness of PLCs), construction (building TPACK via dialogue), implementation (applying TPACK with remote teaching and blended methods), and reflection (adjusting instruction based on feedback). The findings stress the importance of a TPACK community, in-person meetings for trust, and addressing student needs in tech integration.

Date: 2025
References: Add references at CitEc
Citations:

Downloads: (external link)
http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/IJOPCD.372474 (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:igg:jopcd0:v:15:y:2025:i:1:p:1-22

Access Statistics for this article

International Journal of Online Pedagogy and Course Design (IJOPCD) is currently edited by Chia-Wen Tsai

More articles in International Journal of Online Pedagogy and Course Design (IJOPCD) from IGI Global
Bibliographic data for series maintained by Journal Editor ().