Prospective language teachers’ pedagogical reasoning about technology use
Tuesday, June 26 4:10-4:30 PM
Presider:Wilfred W.F. Lau, The Chinese University of Hong Kong, China
This study took place in the department for secondary teacher education in an institute for higher education in the Netherlands. In a prior study (Smits et al., 2017) we modeled content specific TPACK and reasoning about the pedagogical use of technology in a literature course for third year prospective teachers of English. The results showed that the implementation of the design lead to significant improvements in TPACK as measured with TPACK-core (Fisser et al., 2013). In this study we aim to come to a deeper understanding of students’ TPACK with the help of interviews. We addressed our research question through a mixed-method approach with the outcomes of the TPACK survey and interviews of 35 prospective language teachers. The interviews probed students’ pedagogical reasoning for technology integration. Inductive thematic analysis was performed on the interview transcripts. The resulting themes were used to interpret students’ students’ results on TPACK core. Results showed that after following the same course, students differ greatly in the aspects of TPACK they mention. Higher levels of TPACK on the TPACK survey do not always correspond to higher levels of reasoning in the interviews. Based on the interviews a subgroup of students seems to overestimate their own TPACK in the TPACK survey. Higher levels of pedagogical reasoning are recognized in students who show less traditional views on education.