Exploring the Relationship Between Academics’ Personal Theories of Teaching and Their Web-Enhanced Teaching Practices

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Bradey, S. (2008). Exploring the Relationship Between Academics’ Personal Theories of Teaching and Their Web-Enhanced Teaching Practices. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 242-249). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/27167.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2008
Las Vegas, Nevada, USA
March 3, 2008
ISBN 1-880094-64-9
  Karen McFerrin, Roberta Weber, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Scott Bradey, James Cook University, Australia

Abstract

Research on teachers' practical knowledge has revealed that they hold an extensive, integrated body of knowledge that is individualistic, context-specific and action-oriented. However, there is a significant gap in the higher education sector with research examining academics' practical knowledge and beliefs in the context of web-enhanced teaching. This paper reports on findings that emerged from a larger PhD investigation into the substance and structure of academics' personal practical theories of teaching and their influence on teaching practices in a web-enhanced learning environment, and, suggests some implications for the professional development of academic teachers.

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