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Sustaining Teacher Professional Learning in STEM: Lessons Learned from an 18-Year-Long Journey into TPACK-Guided Professional Development

This article is a self-narrative of our 18-year research into the Technological Pedagogical Content Knowledge (TPACK)-guided professional development of teachers in ICT-enhanced mathematics learning. Using autoethnography as the methodology to elucidate our transformative personal evolution in imple...

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Principais autores: Maria Meletiou-Mavrotheris, Efi Paparistodemou
Formato: Artigo
Idioma:Inglês
Publicado em: MDPI AG 2024-04-01
coleção:Education Sciences
Assuntos:
mathematics education
STEM education
TPACK
professional development
autoethnography
sustainability
Acesso em linha:https://www.mdpi.com/2227-7102/14/4/402
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