NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1248520
Record Type: Journal
Publication Date: 2020
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1550-1876
EISSN: N/A
Teacher Educators' Appropriation of TPACK-SAMR Models for 21st Century Pre-Service Teacher Preparation
Tunjera, Nyarai; Chigona, Agnes
International Journal of Information and Communication Technology Education, v16 n3 p126-140 2020
The study examined how teacher educators are appropriating technological, pedagogical, and content knowledge (TPACK) and substitution, augmentation, modification, redefinition (SAMR) frameworks in their pre-service teacher preparation programmes. To ensure rigor, quality, and preparedness of pre-service teachers, there is a need to articulate expectations around effective use of these frameworks together with contemporary teaching and learning theories at the pre-service teacher preparation level. One-on-one in-depth interviews and participant observations were conducted with eight (8) teacher educators. The findings revealed that teacher educators are appropriating technology in ways harmonious with their prevalent traditional teacher-centred teaching strategies at enhancement levels. The researchers recommend the adoption of technology integration frameworks and teaching and learning theory at policy making levels in pre-service teacher training institutions.
IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A