The Effects of Classroom and Field Experiences on Preservice Teachers' Beliefs and Teaching Practices

• In Event: Integrating Technology-Informed Field Experiences to Improve Preservice Teacher Preparation

Abstract

This study explored how the field and college classroom components of a teacher education program predicted the technology-related beliefs and teaching behaviors of 336 final semester preservice teachers across multiple teacher education programs. It also investigated how value beliefs and self-efficacy were related to the application of TPACK in the field. Preservice teachers who viewed technology in education as interesting and useful applied TPACK more strongly than their peers. Additionally, preservice teachers who felt efficacious with technology had stronger technology-related value beliefs and TPACK integration behaviors. Regarding program impacts, the field and classroom components of teacher education directly impacted TPACK application, but none of the value beliefs. Only the classroom component directly predicted self-efficacy to improve student learning with technology.

Author

• Michael Jay Nelson, Oregon State University