Enhancing the role of pedagogical beliefs in TPACK-based professional development
DOI:
https://doi.org/10.14742/apubs.2017.739Keywords:
pedagogical beliefs, TPACK, professional developmentAbstract
Professional development programs that aim to enhance the use of educational technology in higher education have become a priority in many countries. However, educators’ pedagogical beliefs may present a barrier to the successful outcomes of these programs and are often overlooked. This paper presents a professional development approach designed to make explicit educators’ pedagogical beliefs in regards to educational technology. The outcomes of the study will provide insights into strategies to address educators’ beliefs about teaching, learning and students in general, as a launching pad for improvements in practice to occur.
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Copyright (c) 2024 Lis Conde, Linda Corrin, Kristine Elliott, Gregor Kennedy
This work is licensed under a Creative Commons Attribution 4.0 International License.