16 SES 02 A, Research on ICT and Teacher Training, Including Pre-service Teachers / Teacher Students
Preparing future teachers to integrate ICT in their educational practice is a challenge that teacher training institutions (TTI) are increasingly confronted with (Liu, 2016). To train pre-service teachers, TTIs need to help them bridge the gap between technology, pedagogy, and content knowledge (TPACK). Mishra and Koehler (2009) argue that for ICT integration to occur in education, teachers must be competent in these three forms of knowledge, but more importantly, they must be able to integrating these three types of knowledge (Schmidt et al. 2009).
The need to better align pre-service teachers’ preparation in the integration of technology including pedagogical efforts and curriculum (TPACK) has been noted by many researchers (e.g., Sang et al., 2010). But preparing student teachers for TPACK is a complex process (Authors, 2015). Some pre-service teachers are intrinsically motivated to use ICT in educational practice, while others do not share this affinity. For this reason, many researchers have focused on critical individual characteristics associated with TPACK, such as pre-service teachers’ attitudes (e.g., Holland & Piper, 2016), ease of use (Teo, 2008), and self-efficacy (e.g., Authors 2016).
However, a mere focus on pre-service teacher characteristics could lead to “individual blame” rather than “system blame”. Therefore, research should also stress the role of pre-service training, especially with respect to the different strategies for the content and delivery methods to prepare pre-service teachers for technology use (e.g., Mouza et al., 2014). Still, the question remains how TTIs can get a comprehensive overview of effective strategies. In this respect, Authors (2012) reviewed 19 qualitative studies in order to develop an SQD-model (Synthesis of Qualitative Evidence) focusing on which content and delivery methods best prepare pre-service teachers to integrate technology into their future classrooms.
According to the findings of this review, six key themes at the micro level need to be in place. These involve providing pre-service teachers opportunities to: discuss and reflect upon successful uses of technology; learn about ICT integration by designing and/or re-designing curriculum materials; design technology-related curriculum materials in teams or other collaborative initiatives; scaffold authentic technology experiences; receive on-going feedback; and experience teacher educators as role models (for more detailed information about each theme, please see Authors, 2012).
In the current study, we aim at delineating profiles based on pre-service teachers’ ICT-related attitudes, their TPACK, and the support they perceive provided by their institution (SQD). This study aims to determine which pre-service teacher characteristics are connected to their perceived support from their TTIs to prepare them for educational ICT use. Specifically, the study examines whether pre-service teacher profiles exist on the basis of a typical set of (1) individual characteristics such as TPACK, their attitudes towards ICT (in education), their self-efficacy, ease of use, and (2) the support pre-service teachers perceive from their TTIs with respect to technology integration in education.
Evers, M., Sinnaeve, I., Clarebout, G., van Braak, J., & Elen, J. (2009). Monitoring ICT in het Vlaamse Onderwijs. OBPWO-Project 06.05. Holland, D. D., & Piper, R. T. (2016). A technology integration education (tie) model for millennial preservice teachers: exploring the canonical correlation relationships among attitudes, subjective norms, perceived behavioral controls, motivation, and technological, pedagogical, and content knowledge (TPACK) competencies. Journal of Research on Technology in Education, 48(3) Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge. Contemporary issues in technology and teacher education, 9(1), 60-70. Liu, S.H. (2016). Teacher education programs, field-based practicums, and psychological factors of the implementation of technology by pre-service teachers. Australasian Journal of Educational Technology, 32(3), 65–79. Mouza, C., Karchmer-Klein, R., Nandakumar, R., Ozden, S. Y., & Hu, L. (2014). Investigating the impact of an integrated approach to the development of preservice teachers' technological pedagogical content knowledge (TPACK). Computers & Education, 71, 206– 221. Sang, G., Valcke, M., van Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103–112. Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK) the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149. Teo, T. (2008). Pre-service teachers’ attitudes towards computer use: A Singapore survey. Australasian Journal of Educational Technology, 24(4), 413–424.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
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