The Role of Professional Knowledge in Teachers' Responses to Technological Hiccups in Mathematics and Physics Classrooms

ABSTRACT The study explores the professional knowledge of Mathematics and Physics teachers in hiccup situations. Based on the KTMT model and the concept of hiccup, the study aims to answer the following research questions: (RQ1) Which KTMT domains are mobilized by teachers in a hiccup situation? (RQ2) How does the hiccup situation contribute to the development of teachers' professional knowledge? A qualitative approach was adopted, with a case study carried out involving a Mathematics teacher and a Physics teacher in the 10th and 11th grades (15–16 years old). Data were collected through class observation and interviews. Data analysis was descriptive and interpretative in nature, based on the KTMT knowledge domains. The study concluded that hiccups require an adaptive and contextualized approach to overcoming technological challenges. When facing unexpected technological challenges, the teachers adapted and mobilized Technological Knowledge, Mathematics and Technological Knowledge, and Teaching‐Learning and Technological Knowledge in a contextualized manner, reflecting their professional experience. These disturbances, although disruptive, provided valuable opportunities for growth, allowing teachers to develop and refine their technological and pedagogical knowledge in response to classroom realities.