Abstract: Lecturers need support in developing pedagogic, content and technology knowledge (TPACK) to deliver student-centered learning (SCL) pedagogies online. As a result professional development strategies are instrumental in supporting lecturers to develop their online pedagogical practices. Literature reviewed explored strategies for in-service teachers, and current uses of professional development to support ongoing TPACK development. The briefing paper shares research findings from a study which explored how the TPACK framework (Mishra and Koehler, 2006) could support in-service teacher development using an appreciative inquiry (AI) methodology. The paper shares a framework for supporting communities of practice in their development of contextual TPACK indicators, and situated core and advance teacher competences.