Preparing Pre-Service Teachers to Integrate Technology into K-12 Instruction: Evaluation of a Technology-Infused Approach

Autor/inn/en	Admiraal, Wilfried; van Vugt, Felix; Kranenburg, Frans; Koster, Bob; Smit, Ben; Weijers, Sanne; Lockhorst, Ditte
Titel	Preparing Pre-Service Teachers to Integrate Technology into K-12 Instruction: Evaluation of a Technology-Infused Approach
Quelle	In: Technology, Pedagogy and Education, 26 (2017) 1, S.105-120 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2016.1163283
Schlagwörter	Educational Technology; Technology Uses in Education; Teacher Education Programs; Secondary School Teachers; Technological Literacy; Pedagogical Content Knowledge; Foreign Countries; Questionnaires; Lesson Plans; Teacher Competencies; Interviews; Instructional Materials; Statistical Analysis; Social Studies; Workshops; Homework; Video Technology; Student Teaching; Likert Scales; Netherlands + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisches Wissen; Pädagogische Kompetenz; Ausland; Fragebogen; Lesson planning; Unterrichtsplanung; Lehrkunst; Interviewing; Interviewtechnik; Lehrmaterial; Lehrmittel; Statistische Analyse; Gemeinschaftskunde; Lernwerkstatt; Schulung; Hausaufgabe; Teaching practice; Unterrichtspraxis; Likert-Skala; Niederlande
Abstract	The quality of how technology is addressed in teacher education programmes is conditional for how student teachers apply technology in secondary schools after their graduation. Two technology-infused courses of one teacher education programme were evaluated. In line with studies on the development of pre-service teachers' technological, pedagogical and content knowledge, two important enablers were distinguished: (1) teaching practice to enact what was learned in teacher education institution as well as to receive feedback from students on this enactment, and (2) modelling of teacher educators and teachers in school. Both enablers might require further development of knowledge and skills of both teacher educators and cooperating school teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01