Pre-service teachers’ experiences of ICT in daily life and in educational contexts and their proto-technological pedagogical knowledge

Many pre-service teachers are members of the net generation and are expected to be familiar with different ICTs, yet several studies have indicated that they are not necessarily able to use them for teaching and learning. The notion of teachers’ technological pedagogical knowledge (TPK) is central t...

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Bibliographic Details
Published in:Education and information technologies 2016-07, Vol.21 (4), p.919-943
Main Authors: Kontkanen, Sini, Dillon, Patrick, Valtonen, Teemu, Renkola, Sami, Vesisenaho, Mikko, Väisänen, Pertti
Format: Article
Language:English
Subjects:
Analysis
College Students
College teachers
Computer Appl. in Social and Behavioral Sciences
Computer Science
Computers
Computers and Education
Content Analysis
Data Analysis
Echo boom generation
Education
Educational Technology
Information Systems Applications (incl.Internet)
Information Technology
Knowledge
Knowledge Level
Pedagogical Content Knowledge
Pedagogy
Preservice Teachers
Primary Education
Prior Learning
Qualitative Research
Questionnaires
Teacher Characteristics
Teacher education
Teaching
Teaching Methods
Technological Literacy
Training
User Interfaces and Human Computer Interaction
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Summary:Many pre-service teachers are members of the net generation and are expected to be familiar with different ICTs, yet several studies have indicated that they are not necessarily able to use them for teaching and learning. The notion of teachers’ technological pedagogical knowledge (TPK) is central to this concern. In this study we use the responses of 146 pre-service teachers to open-ended questions about the experiences and knowledge of ICT and pedagogy they brought with them when they entered university teacher training. The data were analysed qualitatively with content analysis based on an integrative framework generated from a number of theoretical perspectives. Derived categories and subcategories were used to construct a framework for ‘proto-TPK’ as a basis for establishing a starting point for the coordinated development of TPK with students in their university training and early careers.
ISSN:1360-2357
1573-7608
DOI:10.1007/s10639-014-9361-5