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The use of TPACK to support communities of practice develop their online teaching practices and implementation of student-centered learning pedagogies
PROCEEDING

, De Montfort University, United Kingdom

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, United States ISBN 978-1-939797-61-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Lecturers need support in developing pedagogic, content and technology knowledge (TPACK) to deliver student-centered learning (SCL) pedagogies online. As a result professional development strategies are instrumental in supporting lecturers to develop their online pedagogical practices. Literature reviewed explored strategies for in-service teachers, and current uses of professional development to support ongoing TPACK development. The briefing paper shares research findings from a study which explored how the TPACK framework (Mishra and Koehler, 2006) could support in-service teacher development using an appreciative inquiry (AI) methodology. The paper shares a framework for supporting communities of practice in their development of contextual TPACK indicators, and situated core and advance teacher competences.

Citation

Miles, C. (2022). The use of TPACK to support communities of practice develop their online teaching practices and implementation of student-centered learning pedagogies. In E. Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2240-2245). San Diego, CA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 16, 2022 from .