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

Autor/inn/en	Tondeur, Jo; Scherer, Ronny; Siddiq, Fazilat; Baran, Evrim
Titel	A Comprehensive Investigation of TPACK within Pre-Service Teachers' ICT Profiles: Mind the Gap!
Quelle	In: Australasian Journal of Educational Technology, 33 (2017) 3, S.46-60 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Pedagogical Content Knowledge; Technological Literacy; Information Technology; Preservice Teachers; Technology Integration; Preservice Teacher Education; Foreign Countries; Self Efficacy; Correlation; Statistical Analysis; Student Attitudes; Student Surveys; Computer Attitudes; Influence of Technology; Technology Uses in Education; Belgium + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Technisches Wissen; Informationstechnologie; Lehramtsstudiengang; Lehrerausbildung; Ausland; Self-efficacy; Selbstwirksamkeit; Korrelation; Statistische Analyse; Schülerverhalten; Schülerbefragung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Belgien
Abstract	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. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01