Understanding Teacher Educators’ Perceptions and Practices about ICT Integration in Teacher Education Program
Bibliographic Data
| ID | 22049022 |
|---|---|
| Authors | Ayubu Ismail Ngao (0000-0003-0916-3335, Beijing Normal University), Guoyuan Sang (0000-0003-2684-0182, Beijing Normal University, corresponding author), Jimmy Ezekiel Kihwele (0000-0001-9152-5029, Mzumbe University) |
| Year | 2022 |
| Volume | 12 |
| Issue | 8 |
| Pages | 549 |
| Publication date | 2022-08-13 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci12080549 |
| OpenAlex | W4291392710 |
| Language | EN |
| Citations received | 11 |
| References cited | 35 |
This study explored the perceptions and practices of teacher educators in integrating information and communication Technology (ICT) in teacher education programs. The study adopted a phenomenological design under the qualitative research approach that included eighteen selected participants from a teacher education university college. Data collection employed semi-structured interviews, observations, and documentary reviews. The authors adopted the Braun and Clarke (2006) thematic analysis model for data analysis. The findings showed that while young and inexperienced teachers showed readiness to use ICT, some teacher educators do not understand the logic behind using technology and hence question the rationale for applying it to their teaching. At the same time, equipment challenges, large teaching burdens, and time limits were the critical barriers to integration. Again, the findings revealed that teacher educators use different software and learning platforms, use social media, gather online information, and access learning materials through journal subscriptions to enhance preservice teachers’ learning. Thus, integrating ICT during teacher training is paramount, and teacher educators should be assisted and encouraged to develop positive attitudes in learning and to apply ICT in their teaching practices. Concomitantly, equipping preservice teachers with ICT-based pedagogical skills, not only through specialized ICT courses, but also through observing how teacher educators use it, has a significant impact on transforming teaching practices in their future classrooms
Information and Communications Technology · Mathematics education · Pedagogy · Perception · Professional development · Qualitative research · Sociology · Teacher education · Teaching method · Technology integration · Thematic analysis · Computer Science · Digital literacy in education · Gender and Technology in Education · Psychology · Technology-Enhanced Education Studies
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| Citations per year | 2.75 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |