通过体验式教师发展发展对TPACK的理解

Handbook of Research on TPACK in the Digital Age Pub Date : 1900-01-01 DOI:10.4018/978-1-5225-7001-1.CH011

Michelle F. Read, G. Morel, Tamarin Butcher, Ann Evans Jensen, J. M. Lang

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引用次数: 2

摘要

本章的目的是探讨教师对在线教学和学习的知识、信念和态度的变化，以及教师在参加了为期数周的、以经验为基础的教师发展计划后，在开发和实施在线课程方面的信心程度。该研究借鉴了变化理论，特别是教师在知识、信念和态度、自我效能和TPACK框架方面的变化。研究结果表明，结合协作、建模、同行评审、指导、延长时间以及大量观察和反思机会的教师发展是参与者TPACK发展和教学信念、电子学习态度和自我效能的积极变化的关键。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Developing TPACK Understanding Through Experiential Faculty Development

The purpose of this chapter was to explore changes in faculty knowledge, beliefs, and attitudes regarding online teaching and learning, as well as faculty's degree of confidence in developing and implementing online courses after participating in a multiweek, experientially based faculty development program. The study draws on change theory, specifically teacher change in knowledge, beliefs and attitudes, self-efficacy, and the TPACK framework. The findings suggest that faculty development that incorporates elements of collaboration, modeling, peer review, coaching, extended time, and numerous opportunities for observation and reflection are key to participants' TPACK development and positive changes in teaching beliefs, e-learning attitudes, and self-efficacy.

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Handbook of Research on TPACK in the Digital Age

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