Preservice Teacher Experience with Technology Integration: How the Preservice Teacher's Efficacy in Technology Integration Is Impacted by the Context of the Preservice Teacher Education Program

Autor/in	Ebersole, Liz
Titel	Preservice Teacher Experience with Technology Integration: How the Preservice Teacher's Efficacy in Technology Integration Is Impacted by the Context of the Preservice Teacher Education Program
Quelle	In: International Dialogues on Education: Past and Present, 6 (2019) 2, S.124-138 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2198-5944
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Educational Technology; Technology Integration; Pedagogical Content Knowledge; Technological Literacy; Teacher Education Programs; Mentors; Self Efficacy; Communities of Practice; Self Determination; Early Childhood Education; Early Childhood Teachers + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Unterrichtsmedien; Pädagogische Kompetenz; Technisches Wissen; Self-efficacy; Selbstwirksamkeit; Community; Selbstbestimmung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende
Abstract	This paper explores self-efficacy theory (Bandura), situated learning theory (Lave & Wenger), and self-determination theory (Ryan and Deci), the technological pedagogical content knowledge framework (TPCK or TPACK; Mishra & Koehler) and the International Society for Technology in Education (ISTE) Standards (for Educators) as they relate to the preservice teacher education program, including both coursework and field experience. Regarding teacher education program coursework, this paper examines research studies that report on findings from both quantitative and qualitative research about preservice teachers' experience with technology integration in the context of the teacher education program, in which the TPACK framework or ISTE Standards were used in the curricular design of the program's academic coursework. Regarding teacher education program field experience, this paper examines the context provided by the mentor teachers' self-efficacy regarding and use of technology. (As Provided).
Anmerkungen	International Dialogues on Education: Past and Present. Otto von Guericke University Magdeburg, Faculty of Humanities Social Science & Education, Zschokkestr. 32, 39104 Magdeburg Germany. Web site: https://www.ide-journal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01