Literaturnachweis - Detailanzeige
Autor/inn/en | Tondeur, Jo; Pareja Roblin, Natalie; van Braak, Johan; Voogt, Joke; Prestridge, Sarah |
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Titel | Preparing Beginning Teachers for Technology Integration in Education: Ready for Take-Off? |
Quelle | In: Technology, Pedagogy and Education, 26 (2017) 2, S.157-177 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1475-939X |
DOI | 10.1080/1475939X.2016.1193556 |
Schlagwörter | Beginning Teachers; Technology Integration; Readiness; Technology Uses in Education; Preservice Teacher Education; Semi Structured Interviews; Student Centered Learning; Field Instruction; Influences; Teacher Motivation; Longitudinal Studies; Foreign Countries; Case Studies; Prior Learning; Outcomes of Education; Information Technology; Educational Technology; Belgium Junior teacher; Junglehrer; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehramtsstudiengang; Lehrerausbildung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Praxisklasse; Influence; Einfluss; Einflussfaktor; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Case study; Fallstudie; Case Study; Vorkenntnisse; Lernleistung; Schulerfolg; Informationstechnologie; Unterrichtsmedien; Belgien |
Abstract | The overall aims of this study are to explore (1) how beginning teachers integrate technology in their practice and (2) the connections between teachers' technology uses and their pre-service education programmes. Data of this follow-up study were collected through in-depth interviews with beginning teachers. The results reveal that all beginning teachers used a wide range of technological applications, mainly for structured learning approaches, while few created opportunities for student-centred technology use. Further, pre-service learning experiences that impact graduate teachers' technology use are identified. While teacher educators modelling technology use are an important motivator for beginning teachers to use technology in their own teaching, field experiences seem to be the most critical factor influencing their current practice. Based on the results of this study, recommendations about how to prepare and support pre-service and beginning teachers for technology integration are discussed. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |