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Changing Teachers' TPACK and Design Beliefs through the Scaffolded TPACK Lesson Design Model (STLDM)
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Chai, Ching Sing; Koh, Joyce Hwee Ling – Learning: Research and Practice, 2017
This study investigates the change in teachers' design beliefs and their development of technological pedagogical content knowledge (TPACK) through a course designed with the Scaffolded TPACK lesson design model. To achieve these aims, an adapted scale for teachers' design beliefs and TPACK is created and validated. The study reveals significant…
Descriptors: Teacher Attitudes, Technological Literacy, Pedagogical Content Knowledge, Course Descriptions