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Publicatie

Using TPACK to Examine Teacher Professional Development for Online and Blended Learning

Boekbijdrage - Boekhoofdstuk Conferentiebijdrage

Given the current rise of educational technology, more and more teachers are able to deliver their courses partially or fully online. This demands a new way of looking at teaching and learning, and raises many questions (e.g. how to become an online teacher). Therefore, many institutions and professionals try to meet such demands by offering professional development initiatives, aiming to provide teachers with new knowledge, skills, and attitudes towards teaching in an online setting. The technological, pedagogical, and content knowledge (TPACK) framework provides meaningful insights into teachers’ necessary knowledge requirements for technology integration. Using the TPACK framework, this paper presents an overview and first analysis of the emphases placed by different teacher professional development approaches. This study will investigate the teacher professional development approaches of research articles by conducting a content analysis of each article, and by comparing the teacher professional development approaches. The analysis consists of sorting the textual data into different categories, and identifying different patterns and themes, which will be held against the TPACK framework. This is done for each individual study (within-case analysis) and between the studies (cross-case analysis). Furthermore, the initial results of this study will be discussed and the first recommendations for future research and practice will be formulated. Moreover, the results can be beneficial for practitioners involved in teacher professional development with regard to online and blended learning, to guide the design, development, implementation, and evaluation of a professional development approach. Therefore, the findings of this article can be of use to teachers, institutions, and professionals who wish to gain more insight into the current trends of existing professional development approaches, and provide them with a more thorough understanding of the initiatives that support teachers to become effective in online and blended learning. Further research could investigate if there is a link between the addressed TPACK elements in a teacher professional development approach and the retained results.
Boek: Proceedings of the 14th European Conference on e-Learning University of Hertfordshire Hatfield, UK
Pagina's: 802-805
Jaar van publicatie:2015
  • ORCID: /0000-0003-3974-8940/work/75331251
  • ORCID: /0000-0002-3807-5361/work/61895831
  • ORCID: /0000-0002-0057-275X/work/56595223
  • WoS Id: 000371972900106
  • Scopus Id: 84977134106
Toegankelijkheid:Closed