Evolution of Teachers' Technology Integration Knowledge, Beliefs, and Practices: How Can We Support Beginning Teachers Use of Technology?

Ottenbreit-Leftwich A., Liao J. Y., SADIK O., Ertmer P.

JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION, cilt.50, sa.4, ss.283-305, 2018 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 50 Sayı: 4
  • Basım Tarihi: 2018
  • Doi Numarası: 10.1080/15391523.2018.1487350
  • Dergi Adı: JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.283-305
  • Anahtar Kelimeler: beginning teachers, knowledge, longitudinal, self-efficacy, CLASSROOMS, INDUCTION, BARRIERS, LESSONS, IMPACT, 1ST, ICT
  • Orta Doğu Teknik Üniversitesi Adresli: Hayır

Özet

In this study, we examined a group of four teachers who completed extra educational technology coursework and field experiences during their teacher education programs to determine how their technology integration knowledge, self-efficacy beliefs, intentions, and practices evolved over time. We conducted interviews and evaluated data sources at three intervals: (1) after teacher education coursework was completed, (2) after student teaching was completed, and (3) after two initial years of teaching. Results showed that school resources and environment had a strong impact on beginning teachers' practices, regardless of strong internal enabling factors.