Abstract This article reports on professional development in which twenty-four middle- or high-school teachers learned about integration of the Geographic Information System (GIS) in science or social science classes. We analyzed qualitative data obtained from the participants to examine two research questions. 1) What were the most relevant and useful skills and knowledge the teachers acquired from this professional development? And, 2) what were the approaches they intended to use in integrating GIS with instruction. We sought to understand the properties and impacts of our professional development designed through Technological Pedagogical Content Knowledge (TPACK). The article concludes with implications for further research on geospatial training in the TPACK theoretical framework.

中文翻译：

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基于 TPACK 的在职教师 GIS 专业发展的特性和影响

摘要 本文报道了 24 名中学或高中教师在科学或社会科学课程中学习地理信息系统 (GIS) 集成的专业发展。我们分析了从参与者那里获得的定性数据，以检验两个研究问题。1) 教师从这次专业发展中获得的最相关和最有用的技能和知识是什么？并且，2）他们打算使用哪些方法将 GIS 与教学相结合。我们试图了解通过技术教学内容知识 (TPACK) 设计的专业发展的特性和影响。本文的结论是对 TPACK 理论框架中地理空间训练的进一步研究的启示。