Epistemological considerations for approaching teaching in an on-line environment Aboriginal and Torres Strait Islander teacher education program: Reconsidering TPACK. Lewthwaite, B. E., Knight, C., & Lenoy, M. Australian Journal of Teacher Education (Online), 40(9):63, 2015.
abstract   bibtex   
This research inquiry explores teacher educator knowledge, understandings and beliefs informing their teaching in a web-based Australian teacher education program for Aboriginal and Torres Strait Islander students. Through the use of a phenomenologically aligned interview process, the study investigates instructors' consideration of practice for teaching in an on-line environment. Using the TPACK framework (Mishra and Koehler, 2006) as a lens for analysis, what emerges from the data is how lecturers' knowledge and beliefs about students influences the roles they adopt as educators, and how this influences, in turn, what and how technology is used to support student learning. The study ends by critiquing and re-conceptualizing TPACK and providing insights that program developers and teacher educators need to consider in the conceptualization and enrichment of web-based learning, especially those which engage with minority students, such as Aboriginal and Torres Strait Islander learners.
@article{lewthwaite_epistemological_2015,
	title = {Epistemological considerations for approaching teaching in an on-line environment {Aboriginal} and {Torres} {Strait} {Islander} teacher education program: {Reconsidering} {TPACK}},
	volume = {40},
	shorttitle = {Epistemological considerations for approaching teaching in an on-line environment {Aboriginal} and {Torres} {Strait} {Islander} teacher education program},
	abstract = {This research inquiry explores teacher educator knowledge, understandings and beliefs informing their teaching in a web-based Australian teacher education program for Aboriginal and Torres Strait Islander students. Through the use of a phenomenologically aligned interview process, the study investigates instructors' consideration of practice for teaching in an on-line environment. Using the TPACK framework (Mishra and Koehler, 2006) as a lens for analysis, what emerges from the data is how lecturers' knowledge and beliefs about students influences the roles they adopt as educators, and how this influences, in turn, what and how technology is used to support student learning. The study ends by critiquing and re-conceptualizing TPACK and providing insights that program developers and teacher educators need to consider in the conceptualization and enrichment of web-based learning, especially those which engage with minority students, such as Aboriginal and Torres Strait Islander learners.},
	language = {EN},
	number = {9},
	urldate = {2020-10-30},
	journal = {Australian Journal of Teacher Education (Online)},
	author = {Lewthwaite, Brian Ellis and Knight, Cecily and Lenoy, Max},
	year = {2015},
	keywords = {Activity programs in education, Indigenous peoples--Education, Information and communications technologies, Student-centered learning, Teachers--Training of},
	pages = {63},
}

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