Evaluating the Effectiveness of Practicum in Teachers’ Training Programs in Perspective of Technology
DOI:
https://doi.org/10.48112/aessr.v4i4.945Abstract
Abstract Views: 716
This research assesses the quality of technology integration in practicum experiences of teacher training programs. The purpose is to evaluate their readiness to integrate technology into their practices as teachers of practice. Relevant research questions focus on the effectiveness of practicum, the level of technology awareness among the prospective teachers, and issues of concern in implementing technology. This research uses surveys to collect data on pre-service teachers’ use of technology in practice teaching contexts. This includes preparedness, perceived ways of implementing the technology expectations of the degree of success that would be achieved in increasing the engagement of students, and the extent of improvement in the learning outcomes that would be achieved. Studies showed that most pre-service teachers lacked self-confidence and were not well-prepared as regards the use of technology in teaching. Constraints such as lack of mentorship, shortage of practice and poor resource mobility were realized. These findings are consistent with past work regarding the utility of the TPACK framework specifically for connecting content, pedagogy, and technology knowledge. Based on the findings of the study, it is argued that teacher training programs require structural changes that should focus on the improvement of the mentorship process, practical experience, and objectives concerning technology integration into learning. These improvements are important to prepare future educators to function in digital classrooms efficiently.
Keywords:
Effectiveness of practicum, Integration of technology, Teachers’ training programs, TPACK frameworkReferences
Abdullah, N. A., & Mirza, M. S. (2020). Evaluating pre-service teaching practice for online and distance education students in Pakistan: Evaluation of teaching practice. The International Review of Research in Open and Distributed Learning, 21(2), 81-97. https://doi.org/10.19173/irrodl.v21i2.4606
Agyei, D. D., & Voogt, J. M. (2011). Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers’ use of technology. Computers & Education, 56(1), 91-100. https://doi.org/10.1016/j.compedu.2010.08.017
Anderson, S. E., & Maninger, R. M. (2007). Preservice teachers' abilities, beliefs, and intentions regarding technology integration. Journal of Educational Computing Research, 37(2), 151-172. https://doi.org/10.2190/H1M8-562W-18J1-634P
Cooper, P. (2011). Teacher strategies for effective intervention with students presenting social, emotional and behavioural difficulties: An international review. European Journal of Special Needs Education, 26(1), 71-86. https://doi.org/10.1080/08856257.2011.543547
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. https://doi.org/10.1080/15391523.2010.10782551
Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’ curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211-229. https://doi.org/10.1080/15391523.2011.10782570
Kay, R. (2006). Addressing gender differences in computer ability, attitudes and use: The laptop effect. Journal of Educational Computing Research, 34(2), 187-211. https://doi.org/10.2190/9BLQ-883Y-XQMA-FCAH
Maulet, A., Admiraal, W., Algozhaeva, N., & Balta, N. (2024). School teachers’ perceived knowledge and affordances for using technology in teaching. Contemporary Educational Technology, 16(3), ep515. https://doi.org/10.30935/cedtech/14713
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Mouza, C., Karchmer-Klein, R., Nandakumar, R., Ozden, S. Y., & Hu, L. (2014). Investigating the impact of an integrated approach to the development of preservice teachers' technological pedagogical content knowledge (TPACK). Computers & Education, 71, 206-221. https://doi.org/10.1016/j.compedu.2013.09.020
Mulder, D. J. (2016). Pre-service teachers and technology integration: International cases and generational attitudes toward technology in education. In Teacher Education: Concepts, Methodologies, Tools, and Applications (pp. 730-752). IGI Global. https://doi.org/10.4018/978-1-5225-0164-0.ch036
Parveen, G., Kang, M. A., Saeed, A., & Soomro, A. M. (2020). The impact of practicum on the professional development of prospective teachers in teacher education programs. WALIA Journal, 36, 1-5.
Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, 128, 13-35. https://doi.org/10.1016/j.compedu.2018.09.009
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK) the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149. https://doi.org/10.1080/15391523.2009.10782544
Tondeur, J., Van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134-144. https://doi.org/10.1016/j.compedu.2011.10.009
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Academy of Education and Social Sciences Review
This work is licensed under a Creative Commons Attribution 4.0 International License.
