The impact of prior occupations and initial teacher education on post-graduate pre-service teachers’ conceptualization and realization of technology integration

Journal article


Rowston, Kim, Bower, Matt and Woodcock, Stuart. (2021). The impact of prior occupations and initial teacher education on post-graduate pre-service teachers’ conceptualization and realization of technology integration. International Journal of Technology and Design Education. pp. 1-39. https://doi.org/10.1007/s10798-021-09710-5
AuthorsRowston, Kim, Bower, Matt and Woodcock, Stuart
Abstract

Post-graduate teacher recruitment schemes are designed to fulfil ongoing teaching shortages. However, despite the emphasis of technology integration in educational contexts, little research has examined the knowledge, skills and attitudes post-graduate pre-service teachers bring to teaching from a technology perspective. This paper presents findings from the final phase of an explanatory case study exploring the development of post-graduate pre-service teachers’ technology integration beliefs and practice during a teacher education program at an Australian university. Semi-structured interviews were conducted with 17 post-graduate pre-service teachers after two professional (field) experiences. A social cognitive lens was applied to understand how technology integration beliefs and practice developed during this time. Results showed occupation-specific technology experience provided this group with a diversity of technology expertise, confidence using technology, resilience to overcome technical issues, and self-regulatory traits to learn new technology tools. Contributing personal factors influencing beliefs and practice included age, professional background, technology skills and technology self-efficacy beliefs. Initial practice revealed a predilection to integrate technology to supplement teacher-directed pedagogy. The shift towards technology integration to support student-centred pedagogy was dependent upon modelling and mentoring provisions offered by both teacher-educators and teacher-mentors during professional (field) experience placements. Other extrinsic factors, such as hardware provisions, Information Technology infrastructure, and school culture, were also instrumental in the conceptualization and realization of technology pedagogy. Recommendations include the necessity for post-graduate teacher education programs to recognise the untapped technology expertise this group may bring to teaching, and practical suggestions to support the development of meaningful technology integration epistemologies.

Keywordstechnology pedagogy; social cognitive theory; self-efficacy; career-change teachers; teacher education
Year2021
JournalInternational Journal of Technology and Design Education
Journal citationpp. 1-39
PublisherSpringer
ISSN0957-7572
Digital Object Identifier (DOI)https://doi.org/10.1007/s10798-021-09710-5
Scopus EID2-s2.0-85116840020
Research or scholarlyResearch
Page range1-39
Output statusIn press
Publication dates
Online08 Oct 2021
Publication process dates
Accepted23 Sep 2021
Deposited02 Aug 2022
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https://acuresearchbank.acu.edu.au/item/8y0w9/the-impact-of-prior-occupations-and-initial-teacher-education-on-post-graduate-pre-service-teachers-conceptualization-and-realization-of-technology-integration

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The lived experiences of career-change pre-service teachers and the promise of meaningful technology pedagogy beliefs and practice
Rowston, Kim, Bower, Matt and Woodcock, Stuart. (2020). The lived experiences of career-change pre-service teachers and the promise of meaningful technology pedagogy beliefs and practice. Education and Information Technologies. 25(2), pp. 681-705. https://doi.org/10.1007/s10639-019-10064-8