You are here:

Practicing and prospective teachers’ pedagogical reasoning about using technology in their educational practice: Part 1
PROCEEDING

, University of Amsterdam/ Windesheim University of Applied Sciences, Netherlands ; , Monash University, Australia ; , , University of Padova, Italy ; , , , Windesheim University of Applied Sciences, Netherlands ; , , William & Mary School of Education, United States ; , Netherlands Institute for Curriculum Development, Netherlands

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

In 1986, Shulman introduced the concept of pedagogical reasoning and action as an important means for teachers to continually professionalize and improve their teaching. This concept also helps us to understand why and how practicing and prospective teachers use technology in their teaching. In this symposium, we aim to deepen our understanding of prospective, novice and experienced teachers’ reasoning about their uses of technology. In addition, we will explore how pre-service and practicing teachers can be supported in improving the quality of their reasoning about the use of technology in their teaching.

Citation

Voogt, J., Phillips, M., Trevisan, O., de Rossi, M., Smits, A., La Roi, H., Bruijn, R., Harris, J., Hofer, M. & Fisser, P. (2019). Practicing and prospective teachers’ pedagogical reasoning about using technology in their educational practice: Part 1. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 13-16). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 19, 2019 from .

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References