Preservice Teachers' Technology Competences: Do Teacher Training Strategies Matter?

• In Event: Higher Education and Teacher Preparation Perspectives on Technologies + Pedagogies

Abstract

Teacher training institutions use different strategies to develop future teachers’ technology competences. However, it remains unclear which of these strategies are related to pre-service teachers’ technology competences. Consequently, the main aim of this study is to identify which strategies of the SQD-model are related to pre-service teachers’ competence to help students to use technology in the class and to design a technology-rich learning environment. A survey was administered to 931 final-year pre-service teachers in Flanders (Dutch-speaking part of Belgium). The results of the multivariate regression analysis with a multilevel design indicate that especially the strategies ‘reflecting on technology’, ‘collaboration with peers’ and ‘scaffolding authentic technology experiences’ help pre-service teachers to develop better competences to integrate technology in the class.

Authors

• Koen Aesaert, Ghent University

• Fazilat Siddiq, Nordic Institute for Studies in Innovation, Research and Education

• Jo Tondeur, Ghent University