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A comprehensive investigation of TPACK within pre-service teachers' ICT profiles: Mind the gap!

Tondeur, Jo; Scherer, Ronny; Siddiq, Fazilat; Baran, Evrim
Journal article; PublishedVersion; Peer reviewed
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3504-12704-1-PB.pdf (305.8Kb)
Year
2017
Permanent link
http://urn.nb.no/URN:NBN:no-61205

CRIStin
1487765

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Appears in the following Collection
  • CEMO Centre for Educational Measurement [152]
  • CRIStin høstingsarkiv [16019]
Original version
Australasian Journal of Educational Technology. 2017, 33 (3), 46-60, DOI: http://dx.doi.org/10.14742/ajet.3504
Abstract
This study aims to identify profiles of pre-service teachers in order to explore their readiness to integrate technology in education. The assumption is that pre-service teacher characteristics such as technological pedagogical content knowledge (TPACK), go together with the influence of their teacher training. Specifically, this study examines whether pre-service teachers can be clustered on the basis of their TPACK, a typical set of ICT-related characteristics (e.g., general ICT attitudes, attitudes towards ICT in education, ease of use, ICT self-efficacy), and the perceived support at their training institution to adequately integrate ICT in education. Data were collected from a sample of 688 last-year pre-service teachers in 18 teacher training institutions in Flanders (the Dutch-speaking part of Belgium). Using correlational and latent profile analysis, the results suggest that: (1) two profiles can be distinguished, (2) TPACK and other individual ICT-related characteristics are positively correlated, and (3) pre-service teachers in a profile with strong TPACK, attitudes, and self-efficacy scores also report high scores on the support they perceive at their teacher training institution. Implications for the role of teacher training institutions are discussed with a specific focus on how to close the gap between the two identified profiles.
 
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