Teacher’s Knowledge, Beliefs and Pedagogical Practices in Integrating ICTs in different Curriculum Areas in Secondary Schools

Simple item page
dc.creatorMwalongo, Alcuin
dc.date2019-03-11T14:45:44Z
dc.date2019-03-11T14:45:44Z
dc.date2010
dc.date.accessioned2021-05-07T09:39:38Z
dc.date.available2021-05-07T09:39:38Z
dc.descriptionThis study set to explore teachers’ knowledge, beliefs and pedagogical practices in integrating information and communications technology (ICT) in curriculum areas in a private secondary school in Karachi, Pakistan, through a case study of four teachers. Data were collected through classroom observations, interviews, informal conversations and analysis of documents, and analysed using QSR NUD*IST. It was found that teachers’ knowledge, beliefs and pedagogical practices significantly influenced how teachers integrated ICT in the curriculum areas. Due to limited time, the study could not trace longer how the teachers’ knowledge, beliefs and pedagogical practices changed over time, thus, a longitudinal study is needed to trace how teachers’ knowledge, beliefs and pedagogical practices change over time.
dc.identifierhttp://hdl.handle.net/20.500.11810/5110
dc.identifier.urihttp://hdl.handle.net/20.500.11810/5110
dc.languageen
dc.subjectTeachers' knowledge, beliefs, pedagogical practices, information and communication technologies
dc.titleTeacher’s Knowledge, Beliefs and Pedagogical Practices in Integrating ICTs in different Curriculum Areas in Secondary Schools
dc.titleA Case Study of Pakistan
dc.typeJournal Article, Peer Reviewed

Files

Collections

Department of Education Psychology and Curriculum Studies