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Teacher’s Self-Perception and Self-Efficacy of Technology Integration and Professional Development: A Qualitative Longitudinal Study Using Video Data
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, Monmouth University, United States

Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper presents initial, emergent issues from an in-progress study which uses archived video recordings of preservice teacher candidates, recorded in classroom microteaching sessions as part of their in-class study of teaching practice in undergraduate and graduate courses between spring semester 1999 and fall semester 2002. These recordings are used to elicit self-reflections on the learning process for teachers in their first 3 years of teaching. Guided self-reflection is followed by in-depth, semi-structured interviews and, in a sampled group of participants, the recording of their classroom environment using panoramic digital images, audio and/or video recordings of classroom practice. The resulting materials are assembled as multimedia case examples for further preservice teacher preparation.

Citation

McCurry, D. (2004). Teacher’s Self-Perception and Self-Efficacy of Technology Integration and Professional Development: A Qualitative Longitudinal Study Using Video Data. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 2484-2489). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 24, 2019 from .

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