Situating ICT in Early Childhood Teacher Education

Autor/in	Masoumi, Davoud
Titel	Situating ICT in Early Childhood Teacher Education
Quelle	In: Education and Information Technologies, 26 (2021) 3, S.3009-3026 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Masoumi, Davoud)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-020-10399-7
Schlagwörter	Information Technology; Preschool Education; Teacher Education Programs; Foreign Countries; Preschool Teachers; Technological Literacy; Preservice Teachers; Student Attitudes; Teacher Educators; Teacher Attitudes; Educational Practices; Teaching Methods; Technology Integration; Pedagogical Content Knowledge; Sweden + Suchen Sie Ihr Suchwort? Informationstechnologie; Pre-school education; Vorschulerziehung; Ausland; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Technisches Wissen; Schülerverhalten; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz; Schweden
Abstract	Preparing the next generation of preschool teachers who can integrate and make use of ICT to capitalise on and develop young children's digital competences remains a challenging goal for teacher education programmes (TEP). Given the current gaps in the literature, this study aims to expand and deepen our understanding of the extent to which early childhood pre-service teachers encounter ICT during their training and how they are prepared to use digital technologies in their future practices. The empirical data was generated through a focus group study with pre-service teachers and interview with their teacher educators at an institution of higher education in Sweden. The findings of the study suggest that pre-service teachers feel they have not been adequately prepared to integrate ICT into their future educational practices in preschool. Teacher educators, however, demonstrated a completely different perspective, highlighting a variety of initiatives that they were implementing to prepare the next generation of preschool teachers to use digital technologies. It will discuss why pre-service teachers, unlike teacher educators, feel they are not being adequately prepared to use digital technologies in early childhood education. The study also provides a detailed account of the varied procedures involved in preparing pre-service teachers' digital competences and makes recommendations to teacher educators on how to enhance future preschool teachers' TPACK. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01