Exploring Best Practices through a Theoretical Framework for E-Learning Adoption in Teacher Education

The adoption of e-learning within teacher education programs has become essential for preparing educators to navigate digitally rich teaching environments. However, successful integration requires an understanding of underlying theoretical principles and best practices. This paper explores key theories relevant to e-learning adoption, including the Technology Acceptance Model (TAM), Constructivist Learning Theory, Technological Pedagogical Content Knowledge (TPACK), and Diffusion of Innovations Theory. A thorough discussion of best practices, grounded in these theoretical frameworks, is presented to guide the strategic adoption of e-learning by teacher educators. A conceptual model synthesizing these insights is proposed, emphasizing the interconnected roles of digital competence, pedagogical alignment, and institutional support. The paper concludes by highlighting the practical implications of these theoretical insights for advancing sustainable e-learning initiatives in teacher education. Keywords: E-learning, Teacher Education, Best Practices, Technology Acceptance Model, TPACK