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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Wang et al. (2025) studied this question.
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