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Quality of preservice teachers’ (technological) pedagogical reasoning and action during internships
PROCEEDING

, University of Padova, Italy ; , Windesheim University of Applied Sciences, Netherlands ; , University of Padova, Italy

EdMedia + Innovate Learning, in United States ISBN 978-1-939797-56-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The quality of technology integration in education is influenced by the preparation of pre-service teachers for technological pedagogical reasoning and action (TPR&A). In the current study, we argue that pedagogical reasoning and action (PR&A) is at the heart of TPR&A. Preparation of pre-service teachers for (T)PR&A takes place both at the teacher training institute and in internships. The individual developmental path towards (T)PR&A is influenced by a multitude of factors, many of them not under the control of the teacher training institute. Therefore, the quality of TPR&A may turn out very differently in different individuals. In this interview study, we probed the quality of pre-service teachers TPR&A as enacted during internships. A normative framework for the quality appraisal of TPR&A was developed on the basis of the interviews. Three different qualities of (T)PR&A profiles were identified: Superficial, Evolving, and Substantiated. The first two profiles not being particularly conducive to high quality technology integration for learning.

Citation

Trevisan, O., Smits, A. & De rossi, M. (2021). Quality of preservice teachers’ (technological) pedagogical reasoning and action during internships. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 293-299). United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 4, 2023 from .