Three Approaches for Supporting Faculty Technological Pedagogical Content Knowledge (TPACK) Creation through Instructional Consultation

Autor/in	Koh, Joyce Hwee Ling
Titel	Three Approaches for Supporting Faculty Technological Pedagogical Content Knowledge (TPACK) Creation through Instructional Consultation
Quelle	In: British Journal of Educational Technology, 51 (2020) 6, S.2529-2543 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Koh, Joyce Hwee Ling)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12930
Schlagwörter	Pedagogical Content Knowledge; Technological Literacy; College Faculty; Consultation Programs; Faculty Development; Design; Mentors; Technology Integration + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Technisches Wissen; Fakultät; Fachberatung
Abstract	Despite the widespread availability of network and technology infrastructure at higher education institutions, the pedagogical innovation envisioned from technology-enhanced learning is still not prevalent. Faculty need to develop expertise for designing and implementing technology-enhanced learning strategies that is termed as technological pedagogical content knowledge (TPACK). This study uses action research to examine how one-to-one instructional consultation for technology-enhanced learning functions as an avenue for supporting faculty's TPACK creation. Through content analysis of the consulting notes from 18 consultation sessions, the study found that faculty can be supported to create TPACK through the consultation approaches of technology modelling, pedagogical realignment and deepening practice. These three approaches can be used during instructional consultation for faculty with varying objectives and experiences with technology-enhanced learning. The implications for faculty professional development in technology-enhanced learning are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01