TPACK and Teachers of Spanish: Development of a Theory-Based Joint Display in a Mixed Methods Research Case Study

被引：34
|
作者：
Bustamante, Carolina [1 ]
机构：
[1] SUNY Old Westbury, Old Westbury, NY USA
来源：
JOURNAL OF MIXED METHODS RESEARCH | 2019年 / 13卷 / 02期
关键词：
joint display; integration; theoretical model; convergent design; mixed methods; PEDAGOGICAL CONTENT KNOWLEDGE; FRAMEWORK;
D O I：
10.1177/1558689817712119
中图分类号：
C [社会科学总论];
学科分类号：
03 ; 0303 ;
摘要：
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.
引用
收藏
页码：163 / 178
页数：16
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