Opening Spaces for Teacher Educator Knowledge in a Faculty Development Program on Blended Learning Course Development

被引:15
作者
Cutri, Ramona Maile [1 ]
Whiting, Erin Feinauer [1 ]
机构
[1] Brigham Young Univ, Provo, UT 84602 USA
关键词
Self-study methodology; technology integration; faculty development; blended learning; teacher education;
D O I
10.1080/17425964.2018.1447920
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Mandates for technology integration (TI) in teacher education courses continue to gain momentum. However, most teacher educators are not trained in the practices of instructional technology and, when mandated or strongly encouraged to do TI, they can face challenges and even crises of practice and identity. Like other teacher educators facing the seemingly inevitable advancement of TI in teacher education, we were excited, yet cautious, about a program for faculty development on blended learning course development (FDBL).This article reports the self-study of our experiences and the subsequent designing and offering of our courses in a blended learning format. We situate our systematic account of our practice within larger research considerations of how self-study of teacher education methodology can shed light on digital practices. This self-study provides a rich description of how teacher educators can integrate technology as a prolonged and iterative endeavor as opposed to a one-time project that does not fit in with their practice. Three major themes emerge from our study: (1) authentic pedagogical problems and content-area expertise, (2) learning theories and pedagogical beliefs, and (3) design iterations vs. summative evaluation. These three themes provide touchstones for teacher educators to consider when incorporating technology in their situated practice while remaining true to their content area and learning theory commitments. This self-study illustrates the ways in which the characteristics of self-study methodology actually facilitate teacher educators' authentic engagement with TI,
引用
收藏
页码:125 / 140
页数:16
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