Technological Pedagogical Content Knowledge (TPCK) represents the teachers' professional knowledge needed to integrate technology in education. Following a design-based approach this study describes the strategies for designing and assessing an in-service science teacher education course. Data was obtained through interviews, questionnaires, using participant observation and analysis of in-service science teachers' professional portfolios.A detailed description of the research methodology and findings is given, including an overview of the implications of the study. Results show that integrating technology with a Research Teaching Perspective (RTP) could be a way to develop innovative science lessons for students. Suggestions for the creation of a design framework for the development of initial and in-service science teachers' TPCK are put forward.

Within the overall framework of design-based research, this paper reports on a study that focused on evaluating an online training course for online instructors. This intervention was designed as a possible solution to the problem facing many higher education institutions of how to provide quality, accessible training for mostly part-time instructors who are making the transition to teaching online. The research project explored whether the training course had any impact on the participants' later teaching practice. The major outcome of this research study is the identification of design principles that can be used by other researchers and practitioners designing online instructor training.

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This article reports on an inter-institutional project to design, develop, pilot, and evaluate a statewide online training course for higher education adjunct faculty who are preparing to teach their first online course. We begin with a brief literature review to contextualize the stated problem the project sought to address: the need for quality, accessible training for online adjunct faculty. We then give background information to describe the environment in which the project was situated before detailing the process of designing and piloting the first iteration of the Certificate for Online Adjunct Teaching (COAT) course. Using a mixed-methods approach (surveys and reflection journals), data were collected from the adjunct faculty who took the COAT course, the COAT instructor, and the COAT design team. The results indicate that the pilot COAT course did meet the perceived needs and expectations of the course participants. We finish by discussing our plans for the next phase of this project.

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