Faculty Publications

Self Reflection And Preservice Teachers' Technological Pedagogical Knowledge: Promoting Earlier Adoption Of Student-Centred Pedagogies

Document Type

Article

Journal/Book/Conference Title

Australasian Journal of Educational Technology

Volume

27

Issue

6

First Page

997

Last Page

1013

Abstract

The purpose of this paper is to present the qualitative findings relating to fourteen preservice teachers' development and translation of their technological pedagogical knowledge (TPK) into their classroom practices throughout the first year of their teacher preparation program. It was found that all fourteen participants demonstrated a gain in both technological and pedagogical knowledge, and registered positive changes both in their pedagogical beliefs and their beliefs in using information and communication technology (ICT) to engage their students in active meaning making after an ICT course and an intervention workshop on reflection. There was, however, great variation in the ways that they used ICT in their first field placements: from using ICT as a presentation tool to complement or support their teaching, to engaging their students in using ICT as a cognitive tool to extend their students' learning and knowledge construction. This variation was largely related to whether the participants could synergise their constructivist-oriented beliefs, technological knowledge and pedagogical knowledge. It seems that only the preservice teachers who demonstrated student-centric pedagogies and reflected on student learning showed more advanced development of TPK. Recommendations for engaging preservice teachers in reflection with a focus on student learning are discussed.

Department

Department of Curriculum and Instruction

Original Publication Date

1-1-2011

DOI of published version

10.14742/ajet.925

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