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

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Author(s): Sandy I Ching Wang (National Central University, Taiwan), Eva Chen (National Central University, Taiwan)and Eric Zhi Feng Liu (National Central University, Taiwan)
Copyright: 2025
Volume: 15
Issue: 1
Pages: 22
Source title: International Journal of Online Pedagogy and Course Design (IJOPCD)
Editor(s)-in-Chief: Chia-Wen Tsai (Ming Chuan University, Taiwan)and Pei-Di Shen (Ming Chuan University, Taiwan)
DOI: 10.4018/IJOPCD.372474

Keywords: Education / Educational Technologies / Information Science Reference / Instructional Design

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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.

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