Enhancing the role of pedagogical beliefs in TPACK-based professional development

Abstract

Professional development programs that aim to enhance the use of educational technology in higher education have become a priority in many countries. However, educators’ pedagogical beliefs may present a barrier to the successful outcomes of these programs and are often overlooked. This paper presents a professional development approach designed to make explicit educators’ pedagogical beliefs in regards to educational technology. The outcomes of the study will provide insights into strategies to address educators’ beliefs about teaching, learning and students in general, as a launching pad for improvements in practice to occur.