Self reflection and preservice teachers' technological pedagogical knowledge: Promoting earlier adoption of student-centred pedagogies

  • Ping Gao Nanyang Technological University
  • Seng Chee Tan Nanyang Technological University
  • Longlong Wang Nanyang Technological University
  • Angela F. L. Wong Nanyang Technological University
  • Doris Choy Nanyang Technological University

Abstract

The purpose of this paper is to present the qualitative findings relating to fourteen preservice teachers' development and translation of their technological pedagogical knowledge (TPK) into their classroom practices throughout the first year of their teacher preparation program. It was found that all fourteen participants demonstrated a gain in both technological and pedagogical knowledge, and registered positive changes both in their pedagogical beliefs and their beliefs in using information and communication technology (ICT) to engage their students in active meaning making after an ICT course and an intervention workshop on reflection. There was, however, great variation in the ways that they used ICT in their first field placements: from using ICT as a presentation tool to complement or support their teaching, to engaging their students in using ICT as a cognitive tool to extend their students' learning and knowledge construction. This variation was largely related to whether the participants could synergise their constructivist-oriented beliefs, technological knowledge and pedagogical knowledge. It seems that only the preservice teachers who demonstrated student-centric pedagogies and reflected on student learning showed more advanced development of TPK. Recommendations for engaging preservice teachers in reflection with a focus on student learning are discussed.

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Author Biographies

Ping Gao, Nanyang Technological University
Associate Professor, is with Curriculum and Instruction at the College of Education, University of Northern Iowa, USA. She was with the Learning Sciences and Technologies Academic Group at the National Institute of Education, Nanyang Technological University
Seng Chee Tan, Nanyang Technological University
Associate Professor, is with the Learning Science and Technologies Academic Group at the National Institute of Education, Nanyang Technological University
Longlong Wang, Nanyang Technological University
Research Associate, is with the Learning Sciences and Technologies Lab, at the National Institute of Education, Nanyang Technological Universit
Angela F. L. Wong, Nanyang Technological University
Associate Professor, is with the Learning Sciences and Technologies Academic Group, National Institute of Education, Nanyang Technological University
Doris Choy, Nanyang Technological University
Assistant Professor, is with the Learning Sciences and Technologies Academic Group at the National Institute of Education, Nanyang Technological University
Published
2011-09-29
How to Cite
Gao, P., Tan, S. C., Wang, L., Wong, A. F. L., & Choy, D. (2011). Self reflection and preservice teachers’ technological pedagogical knowledge: Promoting earlier adoption of student-centred pedagogies. Australasian Journal of Educational Technology, 27(6). https://doi.org/10.14742/ajet.925