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What is Constructivist/Socio-Constructivist

Handbook of Research on TPACK in the Digital Age
Educational/sociological theories of knowledge that suggest learning is subjective and constructed within individuals (constructivist) or within groups via interaction with others (socio-constructivist).
Published in Chapter:
Developing TPACK Understanding Through Experiential Faculty Development
Michelle Fulks Read (Texas State University, USA), Gwendolyn M. Morel (Texas State University, USA), Tamarin Butcher (Texas State University, USA), Ann Evans Jensen (Texas State University, USA), and Jesse M. Lang (Texas State University, USA)
Copyright: © 2019 |Pages: 33
DOI: 10.4018/978-1-5225-7001-1.ch011
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.
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