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-Ann Sweeney

    Research output: Contribution to journalArticlepeer-review

    7 Citations (Scopus)

    Abstract

    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.

    Original languageEnglish
    Pages (from-to)36-47
    Number of pages12
    JournalAustralian Educational Computing
    Volume27
    Issue number3
    Publication statusPublished - 1 Jan 2013

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