Self reflection and preservice teachers' technological pedagogical knowledge: Promoting earlier adoption of student-centred pedagogies

Abstract

<span>The purpose of this paper is to present the qualitative findings relating to fourteen preservice teachers' development and translation of their technological pedagogical knowledge (TPK) into their classroom practices throughout the first year of their teacher preparation program. It was found that all fourteen participants demonstrated a gain in both technological and pedagogical knowledge, and registered positive changes both in their pedagogical beliefs and their beliefs in using information and communication technology (ICT) to engage their students in active meaning making after an ICT course and an intervention workshop on reflection. There was, however, great variation in the ways that they used ICT in their first field placements: from using ICT as a presentation tool to complement or support their teaching, to engaging their students in using ICT as a cognitive tool to extend their students' learning and knowledge construction. This variation was largely related to whether the participants could synergise their constructivist-oriented beliefs, technological knowledge and pedagogical knowledge. It seems that only the preservice teachers who demonstrated student-centric pedagogies and reflected on student learning showed more advanced development of TPK. Recommendations for engaging preservice teachers in reflection with a focus on student learning are discussed.</span>

The development of TPACK, Technology Integrated Self-Efficacy and Instructional Technology Outcome Expectations of pre-service physical education teachers

“…Another finding was the importance of learning instructional design, instructional analyses, and instructional technologies and how to use them in their teaching in order to improve students' ITOE. Similar findings have been evident in interventional studies (Agyei & Voogt, 2012;Angeli & Valanides, 2009;Gao et al, 2011). Agyei and Voogt (2012) reported that interventions designed to improve technology and TPACK are effective, and pre-service teachers have begun to think about technology usage in their work.…”

“…In parallel with TPACK literature, research on pre-service teachers' technology integration knowledge and abilities has been limited Pamuk, 2012;Papastergiou, 2010;Semiz & Ince, 2012). In addition, a limited number of studies have examined the effects of technology intervention on pre-service and in-service PE teachers' technology integration and TPACK variables (Agyei & Voogt, 2012;Angeli & Valanides, 2009;Gao, Tan, Wang, Wong, & Choy, 2011;Kramarski & Michalsky, 2010;Mccaughtry, Oliver, Dillon, & Martin, 2008). …”

Pre-service physical education teachers' technological pedagogical content knowledge, technology integration self-efficacy and instructional technology outcome expectations

“…Similarly, Agyei and Voogt (2012) and Gao et al (2011) indicated that interventions designed to develop technology integration by pre-service teachers were effective, and as a result of interventions, pre-service teachers began to consider technology as a tool for developing student learning, instead of simply viewing technology as a tool for reinforcement or demonstration.…”

“…If the learning environment for technology integration competency is well established, both pre-service and in-service teachers can improve their TPACK scores (Angeli & Valanides, 2009;Agyei & Voogt, 2012, Gao et al, 2011.…”

Pre-service teachers’ experiences of ICT in daily life and in educational contexts and their proto-technological pedagogical knowledge

“…Collaborative learning is emphasised in research focusing on one-to-one computing (Chan et al 2006): even though each student has his or her own mobile ICT tools, these tools can be used for fostering collaboration with peers. Gao et al (2011) found a positive connection between pre-service teachers' development of TPK and their ability to engage with student-centered pedagogies.…”