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Enhancing preservice teachers’ professional growth through reflections using videos
Citation
Choy, D., Wong, A. F. L., & Tan, S. C. (2020). Enhancing preservice teachers’ professional growth through reflections using videos (Report No. OER 23/08 GP). National Institute of Education (Singapore), Office of Education Research.
Abstract
Premised on situated cognition, this study focused on developing preservice teachers’ understanding and performances in technology-based pedagogies during the formal coursework at NIE and during their field placements. A mixed-method research design was proposed. This study aimed to contribute to the field of technology-based pedagogy and preservice teachers’ education.
The first objective was to track if there were any changes in preservice teachers’ technology competency, perceptions and practice in the use of ICT for classroom teaching and learning. This was done by collecting quantitative survey data from a cohort of 300 preservice teachers in the Diploma in Education (Primary) programme at four different points throughout their initial teacher education programme. The research questions were:
What are the changes of the preservice teachers’ intentions to integrate Information and Communication Technology (ICT) in their future teaching? What are the changes of the preservice teachers’ practices to integrate Information and Communication Technology (ICT) in their 5-week Teaching Assistantship and 10-week Teaching Practice?
The second objective was to investigate a small group of 14 preservice teachers’ process of constructing their understanding of technology-based pedagogy throughout their initial teacher education programme.
The first objective was to track if there were any changes in preservice teachers’ technology competency, perceptions and practice in the use of ICT for classroom teaching and learning. This was done by collecting quantitative survey data from a cohort of 300 preservice teachers in the Diploma in Education (Primary) programme at four different points throughout their initial teacher education programme. The research questions were:
What are the changes of the preservice teachers’ intentions to integrate Information and Communication Technology (ICT) in their future teaching? What are the changes of the preservice teachers’ practices to integrate Information and Communication Technology (ICT) in their 5-week Teaching Assistantship and 10-week Teaching Practice?
The second objective was to investigate a small group of 14 preservice teachers’ process of constructing their understanding of technology-based pedagogy throughout their initial teacher education programme.
Date Issued
2020
Publisher
Office of Education Research, National Institute of Education, Singapore
Description
Note: Restricted to NIE Staff.
Project
OER 23/08 GP
Grant ID
Education Research Funding Programme (ERFP)
Funding Agency
Ministry of Education, Singapore