Evolution of Teachers’ Technology Integration Knowledge, Beliefs, and Practices: How Can We Support Beginning Teachers Use of Technology?
JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION(2018)
摘要
In this study, we examined a group of four teachers who completed extra educational technology coursework and field experiences during their teacher education programs to determine how their technology integration knowledge, self-efficacy beliefs, intentions, and practices evolved over time. We conducted interviews and evaluated data sources at three intervals: (1) after teacher education coursework was completed, (2) after student teaching was completed, and (3) after two initial years of teaching. Results showed that school resources and environment had a strong impact on beginning teachers' practices, regardless of strong internal enabling factors.
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关键词
beginning teachers,knowledge,longitudinal,self-efficacy
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