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Girard  (p. 9-22)
Cooper (p. 23-32)
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Coulmas-Law (p.42-46)
Stasio (p. 47-56)
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JOURNAL OF ACCOUNTING AND FINANCE 


Supporting Faculty Development in Technology-Enhanced Accounting and Business
Education: A TPACK-Powered, Competence-in-Action Framework


Author(s): Marina Thomas, Valeri Chukhlomin

Citation: Marina Thomas, Valeri Chukhlomin, (2020) "Supporting Faculty Development in Technology-Enhanced Accounting and Business Education: A TPACK-Powered, Competence-in-Action Framework," Journal of Accounting and Finance, Vol. 20, ss. 7, pp. 139-153

Article Type: Research paper

Publisher: North American Business Press

Abstract:

The purpose of this paper is to develop a conceptual framework of teacher competence in technologyenhanced learning environments in higher education that can be used for evaluating teaching effectiveness and guiding faculty development in accounting and business education. Using perspectives from pedagogical content knowledge theory, educational production function theory, and the competence-inaction theory, the paper draws on the teacher competence framework that has been previously used for modelling teacher competences of pre-service accounting teachers and proposes two modifications of it that will allow to include in-service teachers within higher education. The authors argue that by incorporating a set of TPACK constructs the proposed conceptual model can capture and structure the essential types of teacher knowledge for effective technology integration and, therefore, is well-suited for evaluating teaching effectiveness and setting faculty professional learning goals. This paper is an extended and updated version of an earlier paper that was originally presented at the 31st annual conference of the Society for Information Technology and Teacher Education (CITE) in New Orleans, LA.