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An Investigation on Experienced Teachers' Knowledge and Perceptions of Instructional Theories and Practices
ARTICLE

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Computers in the Schools Volume 27, Number 1, ISSN 0738-0569

Abstract

Instructional practices in schools have been constantly changing over the years, and educators' knowledge about these practices is an important factor that influences their effective use. This paper presents an examination of teachers' knowledge and perception of 24 instructional practices commonly used in the field of education, especially in the field of technology-based teaching and learning. Data from 162 experienced teachers who had enrolled in teacher education courses in two universities were collected from 2005 to 2007. Consistent with the literature, findings suggest that teachers with higher degrees and more teaching experience are aware of and understand more about educational practices. A predictive model was developed from this study. (Contains 2 tables and 1 figure.)

Citation

Liu, L., Jones, P.E. & Sadera, W.A. (2010). An Investigation on Experienced Teachers' Knowledge and Perceptions of Instructional Theories and Practices. Computers in the Schools, 27(1), 20-34. Retrieved April 23, 2019 from .

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Cited By

  1. Conceptions about Universal Design for Learning and Technology: A Phenomenological Study of School Leaders

    Liz Berquist & Bill Sadera, Towson University, United States

    Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 3036–3039

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