University teachers' beliefs and practices: pedagogy and technology

Steel, Caroline University teachers' beliefs and practices: pedagogy and technology. Saarbruken, Germany: LAP Lambert Academic Publishing, 2012.

Author Steel, Caroline
Title University teachers' beliefs and practices: pedagogy and technology
Place of Publication Saarbruken, Germany
Publisher LAP Lambert Academic Publishing
Publication year 2012
Sub-type Research book (original research)
ISBN 9783659298196
3659298190
Language eng
Total number of pages 284
Abstract/Summary Concept mapping and retrospective stimulated recall techniques provided rich insights into university teachers' pedagogical beliefs and beliefs about technology and how they enacted these within the constraints of their disciplinary and pedagogical contexts. This in-depth qualitative study helps to understand the translation process and the challenges university teachers face when reconciling their beliefs with their technology practices. Affordance theories offered an accommodating view of how teachers make decisions about their practices with reference to their beliefs and their whole teaching and disciplinary context. Those teachers with sophisticated and coherent belief systems could translate their pedagogical beliefs more easily into technology-rich learning environments. However, a one-size-fits-all technology solution can be limiting for different disciplinary and pedagogical visions. The findings have important implications for academic development and teacher education related to technology integration.
Keyword Learning design
ICT pedagogy
Teacher beliefs
Affordances
Q-Index Code A1
Q-Index Status Provisional Code
Institutional Status Unknown

 
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Created: Fri, 04 Oct 2013, 20:15:24 EST by Dr Caroline Steel on behalf of Teaching & Educational Development Institute