Transforming pre-service teacher education through virtual exchange
A mixed-methods analysis of perceived TPACK development
Datos Bibliográficos
| ID | 21632115 |
|---|---|
| Autores | Irina Rets (0000-0001-8832-0962, Institute of Educational Technology, Open University, Milton Keynes, UK), Bart Rienties (0000-0003-3749-9629, Institute of Educational Technology, Open University, Milton Keynes, UK, autor de correspondencia), Tim Lewis (0000-0002-4528-1227, Faculty of Well-being, Education and Language Studies, Open University, Milton Keynes, UK) |
| Año | 2023 |
| Volumen | 31 |
| Número | 3 |
| Páginas | 1229-1241 |
| Fecha de publicación | 2023-04-03 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Interactive Learning Environments (JOURNAL) |
| Identificadores de la revista | ISSN: 1049-4820 • E-ISSN: 1744-5191 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10494820.2020.1826983 |
| OpenAlex | W3089592904 |
| Idioma | EN |
| Citas recibidas | 10 |
| Referencias citadas | 28 |
Across the globe teachers are increasingly using online communication tools to bring together learners from different countries, and offer them social interaction opportunities to learn a new language or a new skill via Virtual Exchange (VE). While there is some mostly anecdotal evidence of VE on satisfaction and improving language skills, few studies have investigated the impact of VE on pre-service teachers’ TPACK development using mixed methods. To remedy this gap, in this study we used a robust pre–post design of TPACK in two VEs with 55 pre-service teachers to explore its impact on their perceived TPACK development. Using k-means cluster analysis of TPACK, we identified three groups of participants who reported high-medium-low TPACK gains. We then triangulated these gains with the actual lived experiences and reflections of 25 participants by analysing over 400 online diary entries. Our findings indicated that most participants reported positive TPACK gains but the narratives of their VE experiences differed widely. The results of this study can inform the design of VE and can help identify pre-service teachers who might need more support when learning and collaborating online
Business · Content analysis · Educational technology · Mathematics education · Multimedia · Multimethodology · Sociology · Technology integration · Computer Science · Education and Technology Integration · Innovative Teaching and Learning Methods · Psychology · Teacher Education and Leadership Studies
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Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience
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The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology
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| Obras citantes distintas | 10 |
|---|---|
| Citas por año | 2,5 |
| Intervalo de citas | 2022 - 2025 (4) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 9 |