A Review of Faculty Development Models that Build Teacher Educators’ Technology Competencies
Andrea H. Parrish, Johns Hopkins University, United States ; William A. Sadera, Towson University, United States
Journal of Technology and Teacher Education Volume 27, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
The U.S. Department of Education, national organizations, and accrediting bodies require that teacher candidates be ready to effectively integrate technology in their instruction. In order to ensure this preparedness, teacher educators must model and teach the use of technology across educator preparation programs. Development of the Teacher Educator Technology Competencies has set the stage for educator preparation programs to gauge current abilities and establish goals in order to meet this call. However, faculty development of teacher educators is necessary to accomplish any goals that we set. This manuscript presents a review of the literature on faculty development models and how our knowledge and experience with these models can be used to prepare educator preparation programs’ faculty in acquiring the necessary competencies. This manuscript provides recommendations for designing faculty development based on the current literature and advocates a research agenda connected to the implementation of these strategies in order to advance the ways that we support teacher educators so that they produce future-ready teachers.
Parrish, A.H. & Sadera, W.A. (2019). A Review of Faculty Development Models that Build Teacher Educators’ Technology Competencies. Journal of Technology and Teacher Education, 27(4), 437-464. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2019 Society for Information Technology & Teacher Education