nach oben

Education and Information Technologies

Erschienen in:

06.12.2019

The lived experiences of career-change pre-service teachers and the promise of meaningful technology pedagogy beliefs and practice

verfasst von: Kim Rowston, Matt Bower, Stuart Woodcock

Erschienen in: Education and Information Technologies | Ausgabe 2/2020

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

Career-change pre-service teachers appear to offer more to teaching due to the knowledge, experiences and mindset garnered from previous vocations. How these experiences contribute to this cohort’s technology pedagogy is not well understood. This explanatory case study applied a social cognitive lens to investigate how incumbent technological capabilities, teacher-training and Professional (field) Experience affect career-change pre-service teachers technology integration beliefs and practice. Narratives from semi-structured interviews with 19 career-change pre-service teachers enrolled in graduate-entry teacher-training courses at an Australian university were analysed using a hybrid of deductive and inductive thematic approaches. Technology confidence was linked to previous technological mastery, with associations between curriculum and occupation-specific technology apparent. Past experiences fostered resilience and self-regulation, facilitating second-order control supporting technology integration during Professional Experience. Transmission-oriented pedagogy was buoyed by preconceived beliefs, content knowledge insecurities, and limited mastery and modelling of effective technology during teacher-training. The findings from this study highlight the current deficiencies in graduate-entry teacher education programs from a technological and pedagogical perspective.

Vorheriger Artikel Searching strategies and reading strategies for English E-journal articles used by EFL graduate students

Nächster Artikel Examining the self-efficacy of teacher candidates’ lifelong learning key competences and educational technology standards

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Australian Bureau of Statistics (ABS). (2013, July 25). Australian social trends - party no more: Our healthier higher ed’s (media release). Australian Bureau of Statistics -Australian Social Trends. Retrieved from http://www.abs.gov.au/AUSSTATS/abs@.nsf/Previousproducts/4102.0Media%20Release2July%202013?opendocument&tabname=Summary&prodno=4102.0&issue=July%202013&num=&view=

Australian Bureau of Statistics and Statistics New Zealand (ANZSCO). (2016). Australian and New Zealand Standard Classification of Occupations [Australian Government]. Retrieved May 5, 2016, from Australian Bureau of Statistics website: http://www.abs.gov.au/ANZSCO

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). The Australian Curriculum: Technologies. Retrieved from http://www.australiancurriculum.edu.au/technologies/rationale

Bandura, A. (1983). Temporal dynamics and decomposition of reciprocal determinism: A reply to Phillips and Orton. Psychological Review, 90(2), 166–170.CrossRef

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.CrossRef

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory / Albert Bandura. Englewood Cliffs, NJ: Prentice-Hall.

Bandura, A. (1997). Self-efficacy: The exercise of control (1st ed.). New York: Freeman.

Bandura, A. (1999). Social cognitive theory: An agentic perspective. Asian Journal of Social Psychology, 2(1), 21–41. https://doi.org/10.1111/1467-839X.00024.MathSciNetCrossRef

Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164–180. https://doi.org/10.1111/j.1745-6916.2006.00011.x.CrossRef

Baškarada, S. (2014). Qualitative case study guidelines. The Qualitative Report, 19(40), 1–18.

Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks, CA: Sage.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa.CrossRef

Campbell, D., & Fiske, D. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological Bulletin, 2(56), 81–105.

Carmichael, N. (2017). Recruitment and retention of teachers. (No. 5; p. 36). Retrieved from House of Commons Education Committee website: https://publications.parliament.uk/pa/cm201617/cmselect/cmeduc/199/199.pdf

Chan, D. (2009). So why ask me? Are self-report data really that bad? In Statistical and methodological myths and urban legends: Doctrine, verity and fable in the organizational and social sciences (pp. 309–336). New York, NY, US: Routledge/Taylor & Francis Group.

Crabtree, B., & Miller, W. (1992). A template approach to text analysis: Developing and using codebooks. In Doing Qualitative Research. (pp. 93–109). Retrieved from http://qualquant.org/wp-content/uploads/text/Crabtree%20&%20Miller%201992.pdf

Crosswell, L., & Beutel, D. (2017). 21st century teachers: How non-traditional pre-service teachers navigate their initial experiences of contemporary classrooms. Asia-Pacific Journal of Teacher Education, 45(4), 416–431. https://doi.org/10.1080/1359866X.2017.1312281.CrossRef

Crow, G., & Wiles, R. (2008). Managing anonymity and confidentiality in social research: The case of visual data in Community research (p. 14). United Kingdom: ESRC National Centre for Research Methods.

Ertmer, P. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47–61.CrossRef

Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255+. Retrieved from Academic OneFile.

Ertmer, P., & Ottenbreit-Leftwich, A. (2012). Espoused and enacted beliefs: Examining the relationship between teacher beliefs and technology integration practices. Retrieved from http://citation.allacademic.com/meta/p_mla_apa_research_citation/5/7/0/8/0/p570801_index.html

Ertmer, P., & Ottenbreit-Leftwich, A. (2013). Removing obstacles to the pedagogical changes required by Jonassen’s vision of authentic technology-enabled learning. Computers & Education, 64, 175–182. https://doi.org/10.1016/j.compedu.2012.10.008.CrossRef

Ertmer, P., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423–435. https://doi.org/10.1016/j.compedu.2012.02.001.CrossRef

Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(1), 80–92. https://doi.org/10.1177/160940690600500107.CrossRef

Govender, D., & Govender, I. (2009). The relationship between information and communications technology (ICT) integration and teachers’ self-efficacy beliefs about ICT. Education as Change, 13(1), 153–165. https://doi.org/10.1080/16823200902943346.CrossRef

Greenwood, A. M. (2003). Factors influencing the development of career-change teachers’ science teaching orientation. Journal of Science Teacher Education, 14(3), 217–234. https://doi.org/10.1023/A:1025978518164.CrossRef

Hennessy, S., Ruthven, K., & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: Commitment, constraints, caution, and change. Journal of Curriculum Studies, 37(2), 155–192. https://doi.org/10.1080/0022027032000276961.CrossRef

Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223–252. https://doi.org/10.1007/s11423-006-9022-5.CrossRef

Howland, J. L., Jonassen, D. H., & Marra, R. M. (2012). Meaningful learning with technology (3rd ed.). Upper Saddle River, NJ: Pearson Education.

Jonassen, D. (1995). Computers as cognitive tools: Learning with technology, not from technology. Journal of Computing in Higher Education, 6(2), 40–73. https://doi.org/10.1007/BF02941038.MathSciNetCrossRef

Jonassen, D., Howland, J., Moore, J. C., & Marra, R. M. (2003). Learning to solve problems with technology: A constructivist perspective (2nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

Kember, D. (2008). Transitions into teaching for career-change professionals. International Journal of Pedagogies and Learning, 4(5), 48–57.CrossRef

Kreijns, K., Van Acker, F., Vermeulen, M., & van Buuren, H. (2013). What stimulates teachers to integrate ICT in their pedagogical practices? The use of digital learning materials in education. Computers in Human Behavior, 29(1), 217–225. https://doi.org/10.1016/j.chb.2012.08.008.CrossRef

Lortie, D. C. (1975). School-teacher: A sociological study. Chicago: University of Chicago Press.

Mayotte, G. A. (2003). Stepping stones to success: Previously developed career competencies and their benefits to career switchers transitioning to teaching. Teaching and Teacher Education, 19(7), 681–695. https://doi.org/10.1016/j.tate.2003.03.002.CrossRef

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Thousand Oaks, CA: Sage..

Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017–1054.CrossRef

Morris, D. (2012). ICT and educational policy in the UK: Are we on the way towards e-maturity or on the road to digital disaster? Research in Teacher Education, 2, 3–8.

Mueller, J., & Wood, E. (2012). Patterns of beliefs, attitudes, and characteristics of teachers that influence computer integration. Education Research International, 2012. https://doi.org/10.1155/2012/697357.CrossRef

OECD [The Organization for Economic Cooperation and Development]. (2016). Innovating education and educating for innovation: The power of digital technologies and skills. Educational Research and Innovation. https://doi.org/10.1787/9789264265097-en.

Okojie, M. C., Olinzock, A. A., & Okojie-Boulder, T. C. (2006). The pedagogy of technology integration. Retrieved from http://scholar.lib.vt.edu/ejournals/JOTS/v32/v32n2/okojie.html

Pajares, F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307.CrossRef

Prestridge, S. (2017). Examining the shaping of teachers’ pedagogical orientation for the use of technology. Technology, Pedagogy and Education, 26(4), 367–381. https://doi.org/10.1080/1475939X.2016.1258369.CrossRef

Priyadharshini, E., & Robinson-Pant, A. (2003). The attractions of teaching: An investigation into why people change careers to teach. Journal of Education for Teaching, 29(2), 95–112. https://doi.org/10.1080/0260747032000092639.CrossRef

Richardson, P. W., & Watt, H. M. G. (2005). ‘I’ve decided to become a teacher’: Influences on career change. Teaching and Teacher Education, 21(5), 475–489. https://doi.org/10.1016/j.tate.2005.03.007.CrossRef

Roblin, N. P., Tondeur, J., Voogt, J., Bruggeman, B., Mathieu, G., & van Braak, J. (2018). Practical considerations informing teachers’ technology integration decisions: The case of tablet PCs. Technology, Pedagogy and Education, 0(0), 1–17. https://doi.org/10.1080/1475939X.2017.1414714.CrossRef

Roggeman, P. (2017). A look inside the classroom: A K-12 teacher study. Retrieved from University of Phoenix website: https://www.phoenix.edu/about_us/media-center/news/uopx-releases-teacher-survey-results.html

Rowston, K., McMaugh, A., & Lockyer, L. (2016). Graduate-entry pre-service teachers: The relationship between their experience using technology in their previous occupations and their technological pedagogical beliefs. M. Baguley (Ed.), Proceedings of the Australian Association for Research in Education Transforming Education Research, 1–20. Melbourne, Vic.: Australian Association for Research in Education.

Saldana, J. (2009). The coding manual for qualitative researchers (1st ed.). London: SAGE Publications Ltd..

Selwyn, N. (2016). Digital downsides: Exploring university students’ negative engagements with digital technology. Teaching in Higher Education, 21(8), 1006–1021. https://doi.org/10.1080/13562517.2016.1213229.CrossRef

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004.CrossRef

Snyder, C., Oliveira, A. W., & Paska, L. M. (2013). STEM career changers’ transformation into science teachers. Journal of Science Teacher Education, 24(4), 617–644. https://doi.org/10.1007/s10972-012-9325-9.CrossRef

Teach For Australia (TFA). (2019). Teach For Australia celebrates tenth year with largest cohort to date. Retrieved March 12, 2019, from Teach For Australia website: https://www.teachforaustralia.org/2019/02/06/teach-australia-celebrates-tenth-year-largest-cohort-date/

Teo, T. (2012). Examining the intention to use technology among pre-service teachers: An integration of the technology acceptance model and theory of planned behavior. Interactive Learning Environments, 20(1), 3–18. https://doi.org/10.1080/10494821003714632.CrossRef

Teo, T., & Koh, J. H. L. (2010). Assessing the dimensionality of computer self-efficacy among pre-service teachers in Singapore: A structural equation modeling approach. International Journal of Education and Development Using ICT, 6(3), 7–18.

Tigchelaar, A., Vermunt, J. D., & Brouwer, N. (2012). Patterns of development in second-career teachers’ conceptions of learning and teaching. Teaching and Teacher Education, 28(8), 1163–1174. https://doi.org/10.1016/j.tate.2012.07.006.CrossRef

Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017a). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555–575. https://doi.org/10.1007/s11423-016-9481-2.CrossRef

Tondeur, J., Roblin, N. P., van Braak, J., Voogt, J., & Prestridge, S. (2017b). Preparing beginning teachers for technology integration in education: Ready for take-off? Technology, Pedagogy and Education, 26(2), 157–177. https://doi.org/10.1080/1475939X.2016.1193556.CrossRef

Tondeur, J., van Braak, J., Siddiq, F., & Scherer, R. (2016). Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement. Computers & Education, 94, 134–150. https://doi.org/10.1016/j.compedu.2015.11.009.CrossRef

Uerz, D., Volman, M., & Kral, M. (2018). Teacher educators’ competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education, 70, 12–23.CrossRef

UK Department of Education. (2013). National curriculum in England: Design and technology programmes of study. Retrieved from https://www.gov.uk/government/publications/national-curriculum-in-england-design-and-technology-programmes-of-study/national-curriculum-in-england-design-and-technology-programmes-of-study

US Department of Education. (2017). Reimagining the role of technology in education: 2017 national education technology plan update. Retrieved from Office of Educational Technology website: https://tech.ed.gov/files/2017/01/NETP17.pdf

Varadharajan, M., & Schuck, S. (2017). Can career changers be game changers? Policy, research and practice concerning career changers. In Teacher Education Policy and Practice (pp. 83–95). https://doi.org/10.1007/978-981-10-4133-4_6.CrossRef

Wang, L., Ertmer, P. A., & Newby, T. J. (2004). Increasing Preservice teachers’ self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36(3), 231–250.CrossRef

Watt, H. M. G., & Richardson, P. W. (2008). Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers. Learning and Instruction, 18(5), 408–428. https://doi.org/10.1016/j.learninstruc.2008.06.002.CrossRef

Watters, J. J., & Diezmann, C. M. (2015). Challenges confronting career-changing beginning teachers: A qualitative study of professional scientists becoming science teachers. Journal of Science Teacher Education, 26(2), 163–192. https://doi.org/10.1007/s10972-014-9413-0.CrossRef

Williams, J. (2010). Constructing a new professional identity: Career change into teaching. Teaching and Teacher Education, 26(3), 639–647. https://doi.org/10.1016/j.tate.2009.09.016.CrossRef

Williams, J., & Forgasz, H. (2009). The motivations of career change students in teacher education. Asia-Pacific Journal of Teacher Education, 37(1), 95–108. https://doi.org/10.1080/13598660802607673.CrossRef

Wood, R., & Bandura, A. (1989). Social cognitive theory of organizational management. The Academy of Management Review, 14(3), 361–384. https://doi.org/10.2307/258173.CrossRef

Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Retrieved from http://www.madeira-edu.pt/LinkClick.aspx?fileticket=Fgm4GJWVTRs%3D&tabid=3004

Titel: The lived experiences of career-change pre-service teachers and the promise of meaningful technology pedagogy beliefs and practice
verfasst von: Kim Rowston
Matt Bower
Stuart Woodcock
Publikationsdatum: 06.12.2019
Verlag: Springer US
Erschienen in: Education and Information Technologies / Ausgabe 2/2020
Print ISSN: 1360-2357
Elektronische ISSN: 1573-7608
DOI: https://doi.org/10.1007/s10639-019-10064-8

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Springer Professional "Technik"

Weitere Artikel der Ausgabe 2/2020

Editorial for EAIT issue 2, 2020

Using computer-assisted pronunciation teaching (CAPT) in English pronunciation instruction: A study on the impact and the Teacher’s role

Dual roles of educational robotics in management education: Pedagogical means and learning outcomes

Correlations of self-perception in reading and in writing, reading and writing performance in web-mediated and conventional writing instruction

E-learning readiness of universities in Nigeria- what are the opinions of the academic staff of Nigeria’s premier university?

Automatic detection of students’ affective states in classroom environment using hybrid convolutional neural networks