Exploring the relationship between academics’ personal theories of teaching and their web-enhanced teaching practices
Bradey, Scott (2008) Exploring the relationship between academics’ personal theories of teaching and their web-enhanced teaching practices. Proceedings of 19th Society for Information Technology and Teacher Education (SITE) International Conference 2008. 19th Society for Information Technology and Teacher Education (SITE) 19th International Conference 2008 , 3-7 March, 2008, Las Vegas, Nevada, USA , pp. 242-249.
|PDF (Published Version) - Repository staff only - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader|
View at Publisher Website: http://www.editlib.org/p/27167
Research on teachers’ practical knowledge has revealed that they hold an extensive, integrated body of knowledge that is individualistic, context-specific and action-oriented. However, there is a significant gap in the higher education sector with research examining academics’ practical knowledge and beliefs in the context of web-enhanced teaching. This paper reports on findings that emerged from a larger PhD investigation into the substance and structure of academics’ personal practical theories of teaching and their influence on teaching practices in a web-enhanced learning environment, and, suggests some implications for the professional development of academic teachers.
|Item Type:||Conference Item (Refereed Research Paper - E1)|
|Keywords:||beliefs, personal theories, e-learning, web-enhanced teaching, teaching practice|
|FoR Codes:||13 EDUCATION > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators @ 100%|
|SEO Codes:||93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%|
|Deposited On:||18 Jul 2008|
|Last Modified:||03 May 2013 14:19|
Last 12 Months: 1
Repository Staff Only: item control page