Using Most Significant Change Stories to Document the Impact of the Teaching Teachers for the Future Project: An Australian Teacher Education Story

Autor/inn/en	Heck, Deborah; Sweeney, Trudy-Ann
Titel	Using Most Significant Change Stories to Document the Impact of the Teaching Teachers for the Future Project: An Australian Teacher Education Story
Quelle	In: Australian Educational Computing, 27 (2013) 3, S.36-47 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-833X
Schlagwörter	Foreign Countries; Preservice Teacher Education; Teacher Education Programs; Faculty Development; Institutional Cooperation; Partnerships in Education; Cooperative Planning; Educational Technology; Technology Uses in Education; Technology Integration; Knowledge Base for Teaching; Pedagogical Content Knowledge; Program Effectiveness; Program Development; Teacher Educators; Educational Change; Curriculum Development; Computer Literacy; Teaching Skills; Teacher Effectiveness; Australia + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Institute; Co-operation; Cooperation; Institut; Kooperation; Hochschulpartnerschaft; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Programmplanung; Teacher education; Education; Lehrerbildung; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Computerkenntnisse; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Australien
Abstract	The Teaching Teachers for the Future (TTF) project engaged teacher educators from all Australian institutions in a professional learning network that provided targeted professional development and fostered collaboration within and between teacher education institutions and relevant teacher education partners to build capacity within each institution. This paper explores the Most Significant Change (MSC) method used to demonstrate the impact of the National Support Network on Information Communication Technology Education (ICTE) in teacher education that formed part of this project. The MSC approach was developed as a tool for sharing practice and monitoring project impact in a participatory way. The process involved collecting stories from the field to establish the impact of the project. These stories were shared by participants to identify the Most Significant Change across the three domains of change: Course development, ICT capacity of teacher educators and ICT capacity of pre-service teachers. The stories and comments by participants in the project represent the initial secondary data analysis presented in this paper. These data were analysed to identify the patterns of change using content analysis and Leximancer analysis. The results indicate that the development of confidence, knowledge and understanding are important when developing TPACK in teacher education. (Contains 4 tables, 6 figures, and 1 footnote.) (As Provided).
Anmerkungen	Australian Council for Computers in Education. P.O. Box 1255, Belconnen, ACT 2616, Australia. Tel: +61-3-9349-3733; Fax: +61-3-9349-5356; Web site: http://www.acce.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10