Document Type

Article

Publication Date

Fall 2018

Publication Title

Journal of Scholastic Inquiry: Education Edition

Volume

9

Abstract

This exploratory case study examined teacher education faculty and pre-service teacher's perceptions of incorporating online professional development materials into academic coursework. Three institutions in the U.S. participated in a study to explore the incorporation of professional development materials, specifically online instructional modules, within programs in their Colleges of Education. Findings from faculty members indicated positive perceptions of the incorporating of the materials. The pre-service teachers reported their 21st-century knowledge, skills, and preparation for integration of technology in their teaching were enhanced through the completion of the online professional development materials.

First Page

143

Last Page

166

ISSN

2330-6564

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