Preparing for Infusion: Emergence of a Model for Faculty TPACK Development

Autor/in	Mourlam, Daniel
Titel	Preparing for Infusion: Emergence of a Model for Faculty TPACK Development
Quelle	In: Journal of Technology and Teacher Education, 25 (2017) 3, S.301-325 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Models; Faculty Development; Technological Literacy; Pedagogical Content Knowledge; Teacher Education Programs; Educational Technology; Mixed Methods Research; Adult Learning; Learning Theories; Teacher Attitudes + Suchen Sie Ihr Suchwort? Analogiemodell; Technisches Wissen; Pädagogische Kompetenz; Unterrichtsmedien; Adulte education; Adult training; Erwachsenenbildung; Learning theory; Lerntheorie; Lehrerverhalten
Abstract	As technologies have become ubiquitous in society and within higher education, institutions have begun to invest in the development of faculty to leverage digital technologies during their instruction. This has been especially true in teacher education programs where standalone educational technology courses have been eliminated in favor of an infusion model where candidate TPACK development occurs throughout the entire teacher education program of study. However, faculty development experiences do not always support the development of faculty knowledge in ways that support the dynamic interactions among content, pedagogy, and technologies that is needed to effectively teach with digital tools. In response to this gap in the field, using a mixed method approach this study sought to characterize a faculty development experience grounded in both TPACK and adult learning theory that was guided by a faculty developer. Findings suggest faculty found value in the ongoing nature of the development experience, and valued faculty developer support in meeting their goals. Findings also indicated that both participating faculty and teacher education candidates enrolled in their courses both had increases in their TPACK. Implications are discussed within the context of teacher education and faculty development opportunities in higher education. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01