TPACK and Teachers of Spanish: Development of a Theory-Based Joint Display in a Mixed Methods Research Case Study
TPACK and Teachers of Spanish: Development of a Theory-Based Joint Display in a Mixed Methods Research Case Study
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DOI：
10.1177/1558689817712119
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发表时间：
2019-04-01
影响因子：
3.9
通讯作者：
Bustamante, Carolina
中科院分区：
文献类型：
--
作者：
Bustamante, Carolina
本文以理论框架为起点，描述了混合方法研究案例研究中联合显示的开发。针对西班牙语教师的 Web 2.0 技术专业发展案例研究说明了如何使用 TPACK 模型通过联合显示来整合来自访谈、观察和文档的定性结果以及来自前、后和后续调查的定量结果。讨论的重点是联合显示在数据合并中的作用以及它们如何促进数据集成拟合的表示，丰富收敛设计的结果。
This article describes the development of a joint display in a mixed methods research case study, using a theoretical framework as the start point. A case study of professional development on Web 2.0 technologies for teachers of Spanish illustrates how the qualitative results from interviews, observations, and documents, and quantitative results from pre, post, and follow-up surveys were integrated via a joint display using the TPACK model. The discussion focuses on the role of joint displays in data merging and how they facilitate the representation of fit of data integration, enriching the results in convergent designs.