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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
Toegankelijkheid:Closed