Resituating Professional Learning: Peer Mentorship for Teaching With Technologies

• In Event: 66.057 - Roundtable Session 27
  In Roundtable Session: 66.057-13 - Preservice and In-Service Teachers' Technology Integration: Adoption, Implementation, and Evaluation

Abstract

Abstract: The broader drive in teacher education towards an inquiry stance to teaching is even more pressing within the context of technology integration, as preservice teachers need support to develop reflective practices for teaching with technologies. This qualitative study explores an inductively designed approach to supporting such opportunities through peer mentorship, a collaborative design process led by preservice teachers themselves. Peer mentorship is proposed as a flexible and situated approach to professional learning that can support self-efficacy and critical reflection towards technology integration. While findings support these aims, they also point to the challenge of transfer to practice within the context of preservice education settings.

Author

• Lindsay M Stoetzel, University of Wisconsin - Madison