Proceedings of the International conference of Economics Business and Economics Education Science (ICE-BEES-24)

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Sustainable Teacher Professional Development: A Review from A Technological Pedagogical Content Knowledge (TPACK) Perspective

Authors
Aldila Krisnaresanti1, 2, *, Suwatno Suwatno1, Disman Disman1
1Department of Economics Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
2Department of Economics Education, Universitas Jenderal Soedirman, Purwokerto, Indonesia
*Corresponding author. Email: aldila.krisnaresanti@upi.edu
Corresponding Author
Aldila Krisnaresanti
Available Online 4 October 2024.
DOI
10.2991/978-94-6463-522-5_5How to use a DOI?
Keywords
Professional Competence; Critical Thinking; Digital Literacy
Abstract

Professional competence is a set of skills a teacher must possess to carry out teaching responsibilities effectively. Understanding technology is crucial because educators who can effectively use technology in the classroom help students acquire 21st-century abilities, including creativity, critical thinking, problem-solving, teamwork, and digital literacy. An important strategy to enhance teachers’ Technological Pedagogical Content Knowledge (TPACK) is teacher education. The training has been incorporated into teacher education plans in many schools worldwide. However, teacher education intervention’s advantageous effects in encouraging teacher TPACK advancement have generated debate in scholarly circles. To ascertain the impact of TPACK, this study reviewed the published literature on teacher education programs using a systematic literature review approach. This study examined 12 peer-reviewed articles indexed by Scopus databases, with TPACK as the applied descriptors, published between 2014 and 2024. The impact of teacher education interventions on theoretical and practical knowledge is higher and marginally smaller. However, the learning environment, sample type, cultural background, and experimental participant have no discernible impact on the teacher education intervention.

Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the International conference of Economics Business and Economics Education Science (ICE-BEES-24)
Series
Advances in Economics, Business and Management Research
Publication Date
4 October 2024
ISBN
978-94-6463-522-5
ISSN
2352-5428
DOI
10.2991/978-94-6463-522-5_5How to use a DOI?
Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Aldila Krisnaresanti
AU  - Suwatno Suwatno
AU  - Disman Disman
PY  - 2024
DA  - 2024/10/04
TI  - Sustainable Teacher Professional Development: A Review from A Technological Pedagogical Content Knowledge (TPACK) Perspective
BT  - Proceedings of the International conference of Economics Business and Economics Education Science (ICE-BEES-24)
PB  - Atlantis Press
SP  - 49
EP  - 62
SN  - 2352-5428
UR  - https://doi.org/10.2991/978-94-6463-522-5_5
DO  - 10.2991/978-94-6463-522-5_5
ID  - Krisnaresanti2024
ER  -