The design, implementation and evaluation of a professional development programme to support teachers' technology integration in a public education centre

2020-05-01
Alemdağ, Ecenaz
Cevikbas, Seher Gul
Baran, Evrim
Show full item record
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
372
views
0
downloads
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.
TPACK, Teacher education, Adult education, Professional development, Technology integration
https://hdl.handle.net/11511/31475
STUDIES IN CONTINUING EDUCATION
Graduate School of Natural and Applied Sciences, Article

Suggestions

Status of Ict in Schools of Teacher Education: Deans' Views
Goktas, Yuksel; Yıldırım, Zahide; Yildirim, Soner (2008-07-01)
This study presents the survey findings about the status of information and communication technologies (ICT) in schools of teacher education (SsTE) in regard to ICT resources and methods of their usage, planning and in-service training, sufficiency level of physical and human resources, and main barriers and enablers of ICT integration. The data were collected from 51 of the 63 deans of SsTE in Turkey through a questionnaire. The findings indicated that despite the differences among SsTE, the resources Eire...
The Design and development of an online professional development material for science and technology teachers on assessment and evaluation
Mutlu, Neşet; Özden, Yaşar; Yılmaz Tüzün, Özgül; Department of Computer Education and Instructional Technology (2012)
The purpose of this study is to design and development of an online professional development material for science and technology teachers in order to solve their problems related with assessment and evaluation issues of constructivist learning. For this purpose, design and development research method was used in design, development and validation of this instructional tool. Research has been performed in two parts. In the first part, design and development of online professional development material was car...
Implementation of Education for Sustainability in Turkish Pre-Service Teachers' Practicum
Alici, Sule; Alan, Havva Ayça (2022-01-01)
In this study, we explored early childhood education pre-service teachers' (ECEPTs') understanding and pedagogical application of education for sustainability (EfS) by critically analyzing EfS implementation during ECEPTs' practicum. The study examined the challenges and critical aspects of EfS practices in the practicum, and the relationships among mentor teachers, academic mentors, and ECEPTs. A multiple case study methodology was employed involving two purposefully distinct universities with 14 participa...
Comparing Predictors of Teachers' Education for Sustainable Development Practices among Eco and Non-Eco Preschools
PAMUK, DENİZ; Olgan, Refika (Turkish Education Association, 2020-01-01)
Theory and practice of Education for Sustainable Development (ESD) in early childhood education (ECE) is still an emerging issue in all over the world. ESD practices should be integrated into existing ECE programs considering the role of eco-school program and preschool teachers at all levels of education both in nationwide and worldwide. Eco-schools program is one of the best practices representing ESD in formal education system. In addition, early childhood teachers either working at eco-preschools or not...
Investigating the impact of teacher education strategies on preservice teachers' TPACK
Baran, Evrim; BİLİCİ, SEDEF CANBAZOĞLU; ALBAYRAK SARI, AYLİN; Tondeur, Jo (Wiley, 2019-01-01)
The purpose of this study was to examine preservice teachers' perceptions of the support their teacher education programs provide for developing their technological pedagogical content knowledge (TPACK). The research was conducted with 215 preservice teachers in the last year of teacher education programs and teaching certificate programs in three universities in Turkey. Data sources were the synthesis of qualitative evidence (SQD) scale that was validated in the Turkish context as part of this study and th...
Citation Formats
E. Alemdağ, S. G. Cevikbas, and E. Baran, “The design, implementation and evaluation of a professional development programme to support teachers’ technology integration in a public education centre,” STUDIES IN CONTINUING EDUCATION, pp. 213–239, 2020, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/31475.
METU IIS - Integrated Information Service open@metu.edu.tr