How do you get pre-service teachers to become ‘good at ICT’ in their subject teaching? The views of expert practitioners

Haydn, Terry (2014) How do you get pre-service teachers to become ‘good at ICT’ in their subject teaching? The views of expert practitioners. Technology, Pedagogy and Education, 23 (4). pp. 455-469. ISSN 1747-5139

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Abstract

The paper reports on a particular strand of the outcomes of the English contribution to an Organisation for Economic Cooperation and Development comparative study, ICT in Initial Teacher Training, which aimed to develop insights into how courses of initial teacher training prepare student teachers to use information and communications technology (ICT) effectively in their teaching. The paper extracts from the broader dataset the views of practitioners who were identified as being particularly ‘expert’ in their use of ICT, on what strategies and interventions are most helpful in developing teachers who are able to use ICT to enhance learning in their subject teaching, and also what it means ‘to be good at ICT’ as a subject teacher. Although some findings confirm research elsewhere on the importance of Technological and Pedagogical Content Knowledge (TPACK) frameworks, other aspects of the study question some of the assumptions which have been made about teacher induction in this field in England, which may have implications for the training of pre-service teachers in other countries.

Item Type: Article
Uncontrolled Keywords: technology integration,pedagogy,teacher education,ict,teacher
Faculty \ School: Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User: Pure Connector
Date Deposited: 26 Nov 2014 16:06
Last Modified: 21 Apr 2020 23:36
URI: https://ueaeprints.uea.ac.uk/id/eprint/51022
DOI: 10.1080/1475939X.2014.892898

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