The Design, Implementation and Evaluation of a Professional Development Programme to Support Teachers' Technology Integration in a Public Education Centre

Autor/inn/en	Alemdag, Ecenaz; Cevikbas, Seher Gul; Baran, Evrim
Titel	The Design, Implementation and Evaluation of a Professional Development Programme to Support Teachers' Technology Integration in a Public Education Centre
Quelle	In: Studies in Continuing Education, 42 (2020) 2, S.213-239 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2019.1566119
Schlagwörter	Program Design; Program Implementation; Program Evaluation; Faculty Development; Technology Integration; Pedagogical Content Knowledge; Technological Literacy; Adult Educators; Public Education; English (Second Language); Second Language Instruction; Foreign Countries; Program Effectiveness; Educational Technology; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Programme design; Programmaufbau; Programmplanung; Programme evaluation; Programmevaluation; Pädagogische Kompetenz; Technisches Wissen; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Öffentliche Erziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ausland; Unterrichtsmedien
Abstract	The main purpose of this study was to design and implement a professional development programme on technology integration for teachers in a public education centre based on the technological pedagogical content knowledge (TPACK) framework and learning by design approach, and to evaluate the programme's impact. Ten adult education teachers in a public education centre participated in this case study research. Data sources include teacher-reflective reports, lesson plans and focus group interviews. The results revealed that the programme both enhanced teachers' TPACK and influenced their teaching practices. The results emphasise the importance of providing information that aligns with teachers' specific needs in adult education centres, giving teachers an active role, making opportunities available to design technology-enhanced learning artefacts while working in collaborative teams and selecting ICT tools based on typical adult learning characteristics. The study also offers suggestions for future research and practice on the design of professional development programmes. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01