Add to ORKGIn 1986, Shulman introduced the concept of pedagogical reasoning and action as an important means for teachers to continually professionalize and improve their teaching. This concept also helps us to understand why and how practicing and prospective teachers use technology in their teaching. In this symposium, we aim to deepen our understanding of prospective, novice and experienced teachers’ reasoning about their uses of technology. In addition, we will explore how pre-service and practicing teachers can be supported in improving the quality of their reasoning about the use of technology in their teaching
In this paper the pedagogical practices of practising teachers and pre-service teachers when using d...
There is a dearth of research on the mechanisms for preservice teachers ' development of the pe...
How to prepare students to teach has long been a subject of debate and research. Finding the right f...
In 1986, Shulman introduced the concept of pedagogical reasoning and action as an important means fo...
This study focused on teachers’ reasoning about the use of technology in practice. Both teachers’ pr...
This paper starts from the understanding that teachers' knowledge is situated, grounded in knowledge...
Confusion has developed over the role of ICT in schools as a result of conflicting messages from gov...
In 2004 'Technology, Pedagogy and Education' published a review of literature which framed current u...
Substantial evidence from research done with both preservice and inservice teachers demonstrates tha...
Teaching profession has to face rapidly changing demands with a sophisticated set of competences, wh...
There seems to be no limit on what technology can do and is capable of doing in transforming our liv...
Research in the area of educational technology has often been critiqued for a lack of theoretical gr...
This article reports a heuristic case study that explored how components of Technological Pedagogica...
Teachers' professional expertise is based on (but not limited to) a complex, multifaceted and situat...
AbstractThe use of information- and communication technology (ICT) is pervading almost all areas in ...
In this paper the pedagogical practices of practising teachers and pre-service teachers when using d...
There is a dearth of research on the mechanisms for preservice teachers ' development of the pe...
How to prepare students to teach has long been a subject of debate and research. Finding the right f...
In 1986, Shulman introduced the concept of pedagogical reasoning and action as an important means fo...
This study focused on teachers’ reasoning about the use of technology in practice. Both teachers’ pr...
This paper starts from the understanding that teachers' knowledge is situated, grounded in knowledge...
Confusion has developed over the role of ICT in schools as a result of conflicting messages from gov...
In 2004 'Technology, Pedagogy and Education' published a review of literature which framed current u...
Substantial evidence from research done with both preservice and inservice teachers demonstrates tha...
Teaching profession has to face rapidly changing demands with a sophisticated set of competences, wh...
There seems to be no limit on what technology can do and is capable of doing in transforming our liv...
Research in the area of educational technology has often been critiqued for a lack of theoretical gr...
This article reports a heuristic case study that explored how components of Technological Pedagogica...
Teachers' professional expertise is based on (but not limited to) a complex, multifaceted and situat...
AbstractThe use of information- and communication technology (ICT) is pervading almost all areas in ...
In this paper the pedagogical practices of practising teachers and pre-service teachers when using d...
There is a dearth of research on the mechanisms for preservice teachers ' development of the pe...
How to prepare students to teach has long been a subject of debate and research. Finding the right f...