Pixels and pedagogy
MISTT's insights into evolving teacher identities when technology comes to play
Bibliographic Data
| ID | 21538652 |
|---|---|
| Authors | Ottavia Trevisan (0000-0003-0522-935X, University of Padua), Filippo Marcato (0009-0006-8414-3026, University of Padua), Rhonda Christensen (0000-0003-4724-9375, University of North Texas) |
| Year | 2026 |
| Volume | 249 |
| Pages | 105601 |
| Publication date | 2026-08-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Computers & Education (JOURNAL) |
| Journal identifiers | ISSN: 0360-1315 • E-ISSN: 1873-782X |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.compedu.2026.105601 |
| OpenAlex | W7130710568 |
| Language | EN |
| References cited | 36 |
The anticipated educational transformation through technology integration remains largely unrealised. Research reveals that technology’s impact on learning depends heavily on teachers’ skills, values, and dispositions—core elements of teacher identity. The study introduces the Multiple Contexts Influencing Student Teachers’ Identities with Technology (MISTT) instrument, designed to explore how student-teachers perceive their professional identities across four contexts—personal, university, internship school, and school system—with and without digital tools. Using semantic differential data from 621 student-teachers in a teacher preparation program, analysis uncovered correlations between general and digital teacher identity and revealed mismatches in teacher identity expectations which may hinder effective technology integration in education. • Semantic differential survey to measure student-teachers' (digital) identities: MISTT. • Involved 621 student-teachers and found distinct general and digital identity factors. • Showed mismatches in identity expectations across personal, university, school contexts. • Highlights potential identity misalignments that may hinder technology integration
Internship · Semantic differential · Technology integration · Digital literacy in education · Literacy, Media, and Education · Teacher Education and Leadership Studies
Sociomaterial Practices
A Method for Synthesis of Factor Analysis Studies
Teacher educators as gatekeepers
Nonmetric Multidimensional Scaling
Teacher Agency in the Pedagogical Uses of ICT
The invisible made visible through technologies’ agency
A self-determination theory approach to teacher digital competence development
Teacher professional identity and the nature of technology integration
Exploring preservice teachers’ abilities to connect professional knowledge with lesson planning and observation
Collaborative identity development during a global pandemic
Development of teacher identity
Investigating How Teacher Educators Perceive and Manage Their Diverse Conceptions of Teaching
The development of the relationship between professional identity tensions and teacher identity
Effects of Technology Integration Education on the Attitudes of Teachers and Students
Professional identity and the adoption of learning management systems
Pre-service teachers as members of a collaborative teacher research team
When you get out there, you don't have a toolbox”. A comparative study of student teacher's identity development in Swedish and Danish teacher education
Changes over time in the professional identity tensions of Dutch early-career teachers
Measuring authoritative teaching
Choosing to teach
Understanding teacher technology integration from expectancy-value perspectives
A dialogical approach to conceptualizing teacher identity
Student teachers’ future time perspective and teacher identity
Exploring the relational nature of teachers’ agency negotiation through master- and counter-narratives
Exploring Contradiction‐Driven Language Teacher Identity Transformation During Curriculum Reforms
Contributions of a Professional Development Course to Language Teacher Identity Development
| Highly cited | No |
|---|