Identifying Factors Influencing Pre-Service Teacher Readiness to Use Technology during Professional Practice

Autor/inn/en	Tiba, Chantyclaire; Condy, Janet Lesley
Titel	Identifying Factors Influencing Pre-Service Teacher Readiness to Use Technology during Professional Practice
Quelle	In: International Journal of Information and Communication Technology Education, 17 (2021) 2, S.149-161, Artikel 10 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1550-1876
DOI	10.4018/IJICTE.20210401.oa2
Schlagwörter	Preservice Teachers; Preservice Teacher Education; College Seniors; Student Attitudes; Career Readiness; Pedagogical Content Knowledge; Technological Literacy; Teacher Effectiveness; Technology Integration; Mentors; Cooperating Teachers; Teacher Educators; Modeling (Psychology); Workshops; Student Projects; Educational Resources; Technical Support; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; College; Colleges; Senior; Hochschule; Fachhochschule; Schülerverhalten; Pädagogische Kompetenz; Technisches Wissen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerbildung; Modeling; Modelling; Modellierung; Lernwerkstatt; Schulung; Schulprojekt; Bildungsmittel; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Pre-service teachers should be taught how to use technology so that they are equipped to use the knowledge and skills acquired in their professional practice. However, studies have shown that pre-service teachers are not adequately prepared to teach with technology. Therefore, the purpose of this study is to explore pre-service teachers' perspectives on factors that impact on their readiness to teach with technology. The TPACK and UTAUT2 models are used as frameworks. This is a qualitative study in which 16 pre-service teachers were involved in two focus group discussions, and the data obtained are deductively analysed. From the findings, a number of factors enabled and hindered teacher readiness to use technology. These factors include projects and workshops on technology, resources, and teacher-educators and mentor-teachers in schools modelling the use of technology. The study highlights the importance of consistent and effective modelling on the use of technology by teacher educators and mentor teachers in the schools in order to equip pre-service teachers to effectively teach with technology during professional practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01