“Learning by design” is a widely used approach for developing teachers' technological pedagogical content knowledge (TPACK) in the context of designing technology-enhanced instruction. This approach offers teachers the opportunity to learn from colleagues with different areas of expertise. Despite the critical importance of teachers' collaborative discourse in mediating teacher learning in the design process, there has not yet been a TPACK review to analyze how researchers investigate this discourse. After a systematic literature search, we identified eleven TPACK studies from seven geographical regions that investigated teachers' collaborative discourse, and then examined how the researchers had structured and analyzed this discourse and integrated their findings. Our analysis identified four strategies used by the researchers to structure and promote teachers' collaborative discourse. We found that most studies relied on the “coding and counting” data analysis method to reveal the distribution of TPACK (sub)sets expressed in the collaborative discourse but not the dynamics of the knowledge construction process or the progression of the discourse. Although the studies generally provided initial evidence for the efficacy of the design process, this evidence was rarely based on changes in teachers' TPACK as enacted during classroom instruction or on the quality of the design outcomes. We thus propose a new conceptual framework that emphasizes the reciprocal knowledge exchange process between the TPACK of individual teachers and the knowledge shared by teachers through collaboration. This framework refocuses the attention of researchers on investigating and connecting teachers’ individual and collective TPACK and their development during the learning by design process.

在设计技术增强教学的背景下，“通过设计学习”是一种广泛使用的方法，用于开发教师的技术教学内容知识 (TPACK)。这种方法为教师提供了向具有不同专业领域的同事学习的机会。尽管教师协作话语在设计过程中调解教师学习方面至关重要，但尚未有一项 TPACK 审查来分析研究人员如何调查这种话语。经过系统的文献检索，我们确定了来自七个地理区域的 11 项 TPACK 研究，这些研究调查了教师的协作话语，然后检查了研究人员如何构建和分析这些话语并整合他们的发现。我们的分析确定了研究人员用来构建和促进教师协作话语的四种策略。我们发现大多数研究依赖于“编码和计数”数据分析方法来揭示协作话语中表达的 TPACK（子）集的分布，而不是知识建构过程的动态或话语的进展。尽管这些研究通常为设计过程的有效性提供了初步证据，但这种证据很少基于教师在课堂教学中制定的 TPACK 的变化或设计结果的质量。因此，我们提出了一个新的概念框架，强调个别教师的 TPACK 与教师通过协作共享的知识之间的相互知识交换过程。该框架将研究人员的注意力重新集中在调查和连接教师的个人和集体 TPACK 及其在设计学习过程中的发展上。