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A Comprehensive Investigation of TPACK within Pre-Service Teachers' ICT Profiles: Mind the Gap

Australasian Journal of Educational Technology, 2017-01, Vol.33 (3), p.46 [Peer Reviewed Journal]

info:eu-repo/semantics/openAccess ;ISSN: 1449-5554 ;ISSN: 1449-3098 ;EISSN: 1449-5554 ;DOI: 10.14742/ajet.3504

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  • Title:
    A Comprehensive Investigation of TPACK within Pre-Service Teachers' ICT Profiles: Mind the Gap
  • Author: Tondeur, Jo ; Scherer, Ronny ; Siddiq, Fazilat ; Baran, Evrim
  • Subjects: Computer Attitudes ; Correlation ; Foreign Countries ; Influence of Technology ; Information Technology ; Pedagogical Content Knowledge ; Preservice Teacher Education ; Preservice Teachers ; Self Efficacy ; Statistical Analysis ; Student Attitudes ; Student Surveys ; Technological Literacy ; Technology Integration ; Technology Uses in Education
  • Is Part Of: Australasian Journal of Educational Technology, 2017-01, Vol.33 (3), p.46
  • Description: 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.
  • Publisher: Australasian Society for Computers in Learning in Tertiary Education
  • Language: English;Norwegian
  • Identifier: ISSN: 1449-5554
    ISSN: 1449-3098
    EISSN: 1449-5554
    DOI: 10.14742/ajet.3504
  • Source: Education Resources Information Center (ERIC)
    NORA Norwegian Open Research Archives
    DOAJ Directory of Open Access Journals
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