Read, M. F., Morel, G. M., Butcher, T., Jensen, A. E., & Lang, J. M. (2019). Developing TPACK understanding through experiential faculty development. In M. L. Niess, H. Gillow-Wiles, & C. Angeli (Eds.), Handbook of research on TPACK in the digital age (pp. 224–256). https://doi.org/10.4018/978-1-5225-7001-1.ch011

Abstract:

“The purpose of this chapter was to explore changes in faculty knowledge, beliefs, and attitudes regarding online teaching and learning, as well as faculty’s degree of confidence in developing and implementing online courses after participating in a multiweek, experientially based faculty development program. The study draws on change theory, specifically teacher change in knowledge, beliefs and attitudes, self-efficacy, and the TPACK framework. The findings suggest that faculty development that incorporates elements of collaboration, modeling, peer review, coaching, extended time, and numerous opportunities for observation and reflection are key to participants’ TPACK development and positive changes in teaching beliefs, e-learning attitudes, and self-efficacy.”