A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap!
Australasian Journal of Educational Technology Volume 33, Number 3, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education
This study aims to identify profiles of pre-service teachers in order to explore their readiness to integrate technology in education. The assumption is that pre-service teacher characteristics such as technological pedagogical content knowledge (TPACK), go together with the influence of their teacher training. Specifically, this study examines whether pre-service teachers can be clustered on the basis of their TPACK, a typical set of ICT-related characteristics (e.g., general ICT attitudes, attitudes towards ICT in education, ease of use, ICT self-efficacy), and the perceived support at their training institution to adequately integrate ICT in education. Data were collected from a sample of 688 last-year pre-service teachers in 18 teacher training institutions in Flanders (the Dutch-speaking part of Belgium). Using correlational and latent profile analysis, the results suggest that: (1) two profiles can be distinguished, (2) TPACK and other individual ICT-related characteristics are positively correlated, and (3) pre-service teachers in a profile with strong TPACK, attitudes, and self-efficacy scores also report high scores on the support they perceive at their teacher training institution. Implications for the role of teacher training institutions are discussed with a specific focus on how to close the gap between the two identified profiles.
Tondeur, J., Scherer, R., Siddiq, F. & Baran, E. (2017). A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap!. Australasian Journal of Educational Technology, 33(3),. Australasian Society for Computers in Learning in Tertiary Education.
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Robin Nelson, University of Texas at San Antonio, United States
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2489–2498
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