Exploring the relationship between academics’ personal theories of teaching and their web-enhanced teaching practices

Abstract

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.