{"title":"From Intention to Action: How Preservice Teachers Use Technology-Enabled Learning During Student Teaching","authors":"Jessica Herring Watson","doi":"10.1177/00224871241268577","DOIUrl":null,"url":null,"abstract":"This qualitative, embedded single case study provides a rich description exploring the evolution of preservice teachers’ intention to use and actual use of technology-enabled learning (TEL) during student teaching. The study followed four middle-level education majors at a mid-size public teaching university in the southeastern United States during their student teaching experience (spring 2021). Ajzen’s Theory of Planned Behavior (TPB) guided this qualitative inquiry. Interviews, observations, and analysis of teaching artifacts (e.g., lesson plans, lesson reflections, and TEL artifacts) were conducted to support data triangulation. In addition to applying theory-based qualitative codes to the data, open coding was conducted to identify themes across the body of evidence. Findings extended previous TPB research regarding preservice teachers’ intention to use TEL in application use cases and yield practical implications for teacher educators seeking to increase TEL intention and use in preservice teacher populations.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"93 1","pages":""},"PeriodicalIF":3.1000,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/00224871241268577","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This qualitative, embedded single case study provides a rich description exploring the evolution of preservice teachers’ intention to use and actual use of technology-enabled learning (TEL) during student teaching. The study followed four middle-level education majors at a mid-size public teaching university in the southeastern United States during their student teaching experience (spring 2021). Ajzen’s Theory of Planned Behavior (TPB) guided this qualitative inquiry. Interviews, observations, and analysis of teaching artifacts (e.g., lesson plans, lesson reflections, and TEL artifacts) were conducted to support data triangulation. In addition to applying theory-based qualitative codes to the data, open coding was conducted to identify themes across the body of evidence. Findings extended previous TPB research regarding preservice teachers’ intention to use TEL in application use cases and yield practical implications for teacher educators seeking to increase TEL intention and use in preservice teacher populations.
这项定性、嵌入式单一案例研究提供了丰富的描述，探讨了职前教师在学生教学期间使用技术辅助学习（TEL）的意图和实际使用情况的演变。这项研究跟踪了美国东南部一所中等规模公立师范大学的四名中级教育专业学生的学生教学经历（2021 年春季）。阿曾的 "计划行为理论"（TPB）为本次定性调查提供了指导。我们通过访谈、观察和对教学工件（如教案、课程反思和电信技术工件）的分析来支持数据三角测量。除了对数据进行基于理论的定性编码外，还进行了开放式编码，以确定整个证据库的主题。研究结果扩展了以往关于职前教师在应用案例中使用 TEL 的意向的 TPB 研究，并对教师教育者提高职前教师使用 TEL 的意向产生了实际影响。
期刊介绍：
The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).
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