Cultivating Reflective Practitioners in Technology Preparation: Analyses of Preservice Teachers’ Reflection on Their Technology Integration Experience

• In Event: Poster Session 3
  In Poster Session: Integrating Technology in Preservice Teacher Education

Abstract

Reflection helps preservice teachers unpack their experience and shape their beliefs and philosophies about teaching. Many scholars deemed reflection as an essential strategy in teacher preparation. However, few have discussed whether reflection can help preservice teachers develop knowledge about how to teach with technology, i.e., technological pedagogical content knowledge (TPACK). In this study, the researchers used reflective activities to foster preservice teachers’ construction of TPACK. Through content analysis of preservice teachers’ reflection journals, the researcher attempts to investigate preservice teachers’ development of TPACK as manifested in their reflections on their technology integration experience. The results supported the importance of fostering reflective practices in preservice teachers’ technology preparation and revealed how preservice teachers learn to teach with technology.

Authors

• Liangyue Lu, Syracuse University

• Jing Lei, Syracuse University

• Yan Suo, Syracuse University