Epistemological Considerations for Approaching Teaching in an On-Line Environment Aboriginal and Torres Strait Islander Teacher Education Program: Reconsidering TPACK

Autor/inn/en	Lewthwaite, Brian Ellis; Knight, Cecily; Lenoy, Max
Titel	Epistemological Considerations for Approaching Teaching in an On-Line Environment Aboriginal and Torres Strait Islander Teacher Education Program: Reconsidering TPACK
Quelle	In: Australian Journal of Teacher Education, 40 (2015) 9, Artikel 4 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; Teacher Education; Indigenous Populations; Pacific Islanders; Phenomenology; Interviews; Online Courses; Knowledge Level; Web Based Instruction; Educational Technology; Teacher Educators; Technology Uses in Education; Pedagogical Content Knowledge; Technological Literacy; Preservice Teachers; Cultural Influences; Teacher Role; Attitude Measures; Australia + Suchen Sie Ihr Suchwort? Ausland; Lehrerausbildung; Lehrerbildung; Sinti und Roma; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Phenomenological psychology; Phänomenologie; Psychologie; Interviewing; Interviewtechnik; Online course; Online-Kurs; Wissensbasis; Web Based Training; Unterrichtsmedien; Teacher education; Education; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Pädagogische Kompetenz; Technisches Wissen; Cultural influence; Kultureinfluss; Lehrerrolle; Australien
Abstract	This research inquiry explores teacher educator knowledge, understandings and beliefs informing their teaching in a web-based Australian teacher education program for Aboriginal and Torres Strait Islander students. Through the use of a phenomenologically aligned interview process, the study investigates instructors' consideration of practice for teaching in an on-line environment. Using the TPACK framework (Mishra & Koehler, 2006) as a lens for analysis, what emerges from the data is how lecturers' knowledge and beliefs about students influences the roles they adopt as educators, and how this influences, in turn, what and how technology is used to support student learning. The study ends by critiquing and re-conceptualizing TPACK and providing insights that program developers and teacher educators need to consider in the conceptualization and enrichment of web-based learning, especially those which engage with minority students, such as Aboriginal and Torres Strait Islander learners. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01