Exploring Spanish Pre-Service Teachers' Talk in Relation to ICT: Balancing Different Expectations between the University and Practicum School

Autor/inn/en	McGarr, Oliver; Gavaldon, Guillermina
Titel	Exploring Spanish Pre-Service Teachers' Talk in Relation to ICT: Balancing Different Expectations between the University and Practicum School
Quelle	In: Technology, Pedagogy and Education, 27 (2018) 2, S.199-209 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McGarr, Oliver)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2018.1429950
Schlagwörter	Spanish; Preservice Teachers; Information Technology; Discourse Analysis; Expectation; Student Attitudes; Teacher Education Programs; Technology Uses in Education; Longitudinal Studies; Semi Structured Interviews; Foreign Countries; Educational Technology; Masters Programs; College School Cooperation; Practicums; Student Teacher Attitudes; Student Teachers; Preservice Teacher Education; Spain + Suchen Sie Ihr Suchwort? Spanisch; Informationstechnologie; Diskursanalyse; Expectancy; Erwartung; Schülerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Unterrichtsmedien; Magister course; Magisterstudiengang; Practicum; Praktikum; Praktika; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehramtsstudiengang; Lehrerausbildung; Spanien
Abstract	Information and communications technology (ICT) now plays a prominent role in pre-service teacher education programmes across the globe. Despite this emphasis, research indicates that pre-service teachers' use of ICT is often less than expected, even though they express positive opinions of its benefits. This study aimed to explore pre-service teachers' views of ICT and consider the function of their expressed opinions. This longitudinal study, using one-to-one semi-structured interviews, was conducted with pre-service teachers on entry and on completion of a one-year Masters programme in Spain. The pre-service teachers held quite traditional views of teaching and learning, presenting teaching in an either-or manner--either ICT supported or non-ICT supported. They also spoke positively about ICT while simultaneously expressing reservations about it. The article argues that these contradictory positions may be a result of the need to navigate two competing environments, the higher education institution and the practicum school, where expectations of ICT use may differ. The article explores this performative function of their talk. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01