Using Most Significant Change Stories to document the impact of the Teaching Teachers for the Future Project: An Australian Teacher Education Story

Deborah Heck; Trudy Sweeney

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Using Most Significant Change Stories to document the impact of the Teaching Teachers for the Future Project: An Australian Teacher Education Story

Journal article

Open access

Peer reviewed

Using Most Significant Change Stories to document the impact of the Teaching Teachers for the Future Project: An Australian Teacher Education Story

Deborah Heck and Trudy Sweeney

Australian Educational Computing, Vol.27(3), pp.36-47

2013

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Abstract

Specialist Studies in Education

teacher education

professional learning network

The Teaching Teachers for the Future (TTF) project engaged teacher educators from all Australian institutions in a professional learning network that provided targeted professional development and fostered collaboration within and between teacher education institutions and relevant teacher education partners to build capacity within each institution. This paper explores the Most Significant Change (MSC) method used to demonstrate the impact of the National Support Network on Information Communication Technology Education (ICTE) in teacher education that formed part of this project. The MSC approach was developed as a tool for sharing practice and monitoring project impact in a participatory way. The process involved collecting stories from the field to establish the impact of the project. These stories were shared by participants to identify the Most Significant Change across the three domains of change: Course development, ICT capacity of teacher educators and ICT capacity of pre-service teachers. The stories and comments by participants in the project represent the initial secondary data analysis presented in this paper. These data were analysed to identify the patterns of change using content analysis and Leximancer analysis. The results indicate that the development of confidence, knowledge and understanding are important when developing TPACK in teacher education.

Details

Title: Using Most Significant Change Stories to document the impact of the Teaching Teachers for the Future Project: An Australian Teacher Education Story
Authors: Deborah Heck (Author) - University of the Sunshine Coast - Faculty of Arts and Business
Trudy Sweeney (Author) - Flinders University
Publication details: Australian Educational Computing, Vol.27(3), pp.36-47
Publisher: Australian Council for Computers in Education
Date published: 2013
ISSN: 0816-9020
Copyright note: Copyright © 2013 The Authors. This publication is licensed under a Creative Commons Attribution 3.0 License.and provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
Organisation Unit: School of Education - Legacy; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
Language: English
Record Identifier: 99449012602621
Output Type: Journal article

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