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Self reflection and preservice teachers' technological pedagogical knowledge: Promoting earlier adoption of student-centred pedagogies
ARTICLE

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Australasian Journal of Educational Technology Volume 27, Number 6, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education

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.

Citation

Gao, P., Chee, T., Wang, L., Wong, A. & Choy, D. (2011). Self reflection and preservice teachers' technological pedagogical knowledge: Promoting earlier adoption of student-centred pedagogies. Australasian Journal of Educational Technology, 27(6), 997-1013. Australasian Society for Computers in Learning in Tertiary Education. Retrieved April 18, 2019 from .

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Cited By

  1. Surveying in-service preschool teachers' technological pedagogical content knowledge

    Jyh-Chong Liang, National Taiwan University of Science and Technology; Ching Chai & Joyce Koh, Nanyang Technological University; Ching-Ju Yang & Chin-Chung Tsai, National Taiwan University of Science and Technology

    Australasian Journal of Educational Technology Vol. 29, No. 4 (Sep 22, 2013)

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