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  • Publication
    Open Access
    Engaging preservice teachers in reflexive practice: Developing embodied understanding of technology integration
    (2011-04)
    Gao, Ping
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    Wong, Angela F. L.
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    ;
    This paper reports the qualitative findings of a two-year study aimed at investigating the process and impact of video technology-aided and researcher-guided reflection on seven preservice teachers’ learning to teach with information technology (IT). Video technology and guided reflection could afford the participants to develop their embodied understanding about technology-enhanced pedagogy and positively impact their future actions. However, dialogic understanding from guided reflection was found most crucial for preservice teachers to unsettle previously held assumptions, reconstruct new understandings, and consequently could prepare them to be thoughtful for future actions. Implications for teacher education are discussed.
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