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Please use this identifier to cite or link to this item: http://hdl.handle.net/10791/395

Authors: Tracz, Warren
Supervisor(s): Dr. Mohamed Ally, Athabasca University
Examining Committee: Dr. Agnieszka Palalas, Athabasca University
Dr. Ganesh Narine, Hydro One Ontario
Dr. Eleanor Pierre, EJP Communications
Degree: Doctor of Education (EdD) in Distance Education
Department: Centre for Distance Education
Keywords: TPACK
Blended Teaching
Corporate Training
Teaching Self-efficacy
Professional Development
Focus Group
Issue Date: 16-Nov-2022
Abstract: Corporate training instructors are selected into their roles because of their specific technical and workplace knowledge and skills. These instructors often do not receive additional extensive formal education or training regarding facets of instructional design, course facilitation techniques in multiple modalities, training program management, and the use of educational and other technologies. Technology, Pedagogy, and Content Knowledge (TPACK) is a widely used framework for establishing a baseline of an instructor’s knowledge required for effective technology integration into their professional practice. This framework has been used to study several populations including pre-service and in-service teachers in a variety of formal education settings. This current study is the first time TPACK has been applied to training staff at an electrical utility in Ontario, Canada, to support blended learning and the successful integration of newer technologies in teaching practice. The purpose of this study was to adapt a modified TPACK framework for use with Instructors who teach Power System Operators, identifying the specific areas of greatest developmental need for each participant. Self-efficacy data was gathered using the Ohio State Teacher Efficacy Scale, modified for blended learning and for the corporate setting. Purposefully selected participants formed semi-structured focus groups to review questionnaire responses and identify areas of professional development. The outcome of this study suggested limited individualized development plans to close the identified gaps in technology, pedagogy, and/or content knowledge. There were positive suggestions on how to deepen departmental knowledge and skills through knowledge sharing, and for training department leaders to make professional development for instructional staff more accessible. This study can be used by other organizations to evaluate the professional development needs of training staff and the creation of action plans for improved blended teaching self-efficacy.
Graduation Date: Nov-2022
URI: http://hdl.handle.net/10791/395
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