The Lived Experiences of Career-Change Pre-Service Teachers and the Promise of Meaningful Technology Pedagogy Beliefs and Practice

Autor/inn/en	Rowston, Kim; Bower, Matt; Woodcock, Stuart
Titel	The Lived Experiences of Career-Change Pre-Service Teachers and the Promise of Meaningful Technology Pedagogy Beliefs and Practice
Quelle	In: Education and Information Technologies, 25 (2020) 2, S.681-705 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rowston, Kim) ORCID (Bower, Matt) ORCID (Woodcock, Stuart)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-019-10064-8
Schlagwörter	Resilience (Psychology); Metacognition; Teaching Methods; Career Change; Preservice Teachers; Case Studies; Social Cognition; Teacher Education; Technology Integration; Information Technology; Student Attitudes; Graduate Students; Technological Literacy; Self Efficacy; Pedagogical Content Knowledge; Barriers; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Career changes; Berufswechsel; Case study; Fallstudie; Case Study; Soziale Kognition; Lehrerausbildung; Lehrerbildung; Informationstechnologie; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Technisches Wissen; Self-efficacy; Selbstwirksamkeit; Pädagogische Kompetenz; Ausland; Australien
Abstract	Career-change pre-service teachers appear to offer more to teaching due to the knowledge, experiences and mindset garnered from previous vocations. How these experiences contribute to this cohort's technology pedagogy is not well understood. This explanatory case study applied a social cognitive lens to investigate how incumbent technological capabilities, teacher-training and Professional (field) Experience affect career-change pre-service teachers technology integration beliefs and practice. Narratives from semi-structured interviews with 19 career-change pre-service teachers enrolled in graduate-entry teacher-training courses at an Australian university were analysed using a hybrid of deductive and inductive thematic approaches. Technology confidence was linked to previous technological mastery, with associations between curriculum and occupation-specific technology apparent. Past experiences fostered resilience and self-regulation, facilitating second-order control supporting technology integration during Professional Experience. Transmission-oriented pedagogy was buoyed by preconceived beliefs, content knowledge insecurities, and limited mastery and modelling of effective technology during teacher-training. The findings from this study highlight the current deficiencies in graduate-entry teacher education programs from a technological and pedagogical perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01