Abstract

The study aims to examine three newly graduated high school mathematics teachers’ TPACK competence and levels after they received TPACK workshops. A pre-survey and a post-survey were conducted to evaluate participants’ growth in their TPACK competence. In order to investigate participants’ TPACK levels and the variation of TPACK levels among participants, this study utilized four dimensions of TPACK integration into teaching and two dimensions of TPACK performance to collect and organize data. The study found that a supportive TPACK workshop positively impacted participants’ TPACK competence and indirectly influenced participants’ awareness of TPACK levels.