Online Training of TPACK Skills of Higher Education Scholars: A Cross-Institutional Impact Study

Autor/inn/en	Rienties, Bart; Brouwer, Natasa; Bohle Carbonell, Katerina; Townsend, Danielle; Rozendal, Anne-Petra; van der Loo, Janneke; Dekker, Peter; Lygo-Baker, Simon
Titel	Online Training of TPACK Skills of Higher Education Scholars: A Cross-Institutional Impact Study
Quelle	In: European Journal of Teacher Education, 36 (2013) 4, S.480-495 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2013.801073
Schlagwörter	Foreign Countries; Teacher Education; Teacher Educators; Electronic Learning; Measures (Individuals); Pretests Posttests; Technology Uses in Education; Student Attitudes; Positive Attitudes; Instructional Effectiveness; Pedagogical Content Knowledge; Educational Technology; Instructional Design; Questionnaires; Videoconferencing; College Students; Reliability; Likert Scales; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Lehrerausbildung; Lehrerbildung; Teacher education; Education; Messdaten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerverhalten; Unterrichtserfolg; Pädagogische Kompetenz; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Fragebogen; Collegestudent; Reliabilität; Likert-Skala; Niederlande
Abstract	Higher education institutions should provide adequate training for teachers in order to increase their awareness of the complex interplay between technology, pedagogy and the cognitive knowledge in their disciplines. However, research has shown that providing effective staff development from teacher educators to support these teachers' skills is not straightforward. An online teacher training programme created and implemented by a team of 14 teacher educators in a cross-institutional programme in the Netherlands was followed by 67 teachers. Data were gathered using a TPACK (Technological, Pedagogical, Content Knowledge) instrument in a pre-post test design. Furthermore, (perceived) learning satisfaction was measured in order to determine whether the design was appropriate. The results indicate that the teachers' TPACK skills increased substantially. Furthermore, most participants were positive about the design and implementation of the online professionalisation programme. Nonetheless, not all teachers were able to effectively learn in this context, requiring further fine-tuning and research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10