Student teachers’ pedagogical reasoning in TPCK-based design tasks. A multiple case study

IF 0.4 Q4 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS Qwerty Pub Date : 2020-12-23 DOI:10.30557/QW000031

Ottavia Trevisan, M. Rossi

引用次数: 1

Abstract

Teachers’ professional expertise cannot ignore anymore a technological component to it. Technology is nowadays accessible more and more widely, but it does not automatically translate into learning improvement. It is crucial to understand how educators give meaning to technology integration in their practices, i.e. investigate teachers’ professional reasoning. The paper reports on part of a wider study on Initial Teacher Education (ITE) institutions’ capability to engage student- teachers’ reasoning. Within the broader multiple case study across Europe, the paper reports on data emerging from document analysis and focused interviews with pre-service teachers (Ntot 36). The findings suggest an activation of reasoning whose roots might find place outside ITE influence, encouraging further research.

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学生教师在基于tpc的设计任务中的教学推理。多案例研究

教师的专业知识不能再忽视其中的技术成分。如今，技术的使用越来越广泛，但它并不能自动转化为学习的改进。了解教育工作者如何在实践中赋予技术整合意义是至关重要的，即调查教师的专业推理。本文报告了一项关于初级教师教育(ITE)机构参与学生教师推理能力的更广泛研究的一部分。在整个欧洲更广泛的多个案例研究中，本文报告了从文件分析和对职前教师的集中访谈中得出的数据(ntot36)。研究结果表明，推理的激活可能在it影响之外找到根源，这鼓励了进一步的研究。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Qwerty COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS-

CiteScore

2.40

自引率

15.40%

发文量

期刊介绍： Qwerty is the commonly accepted name for the computer keyboard, comprising the first six letters of its top row. When typewriters were first introduced, the keys were arranged in alphabetical order. However this order meant that people typed too quickly such that the keys soon became entangled. To counter this, the keys were displayed in random order and typing speeds accordingly slowed down. In later years, despite the fact that the problem of speed had been completely overcome, the keyboard retained its random order. In our view, this represents an excellent metaphor for the entanglement of culture and technological tools. In actual fact, we regard computer-based technologies as cultural artefacts, representing different depths in the daily work and study activity of individuals, social groups, and institutions. We believe that different models of computer use and activity within online environments mediate social interaction. As such, the relationship between culture and technological tools is becoming more and more complex and now provides an opportunity for determining new models of cognitive, psychological, and social interaction. Qwerty hopes to be a place where such issues can be discussed and developed. The journal arises from a growing awareness of the need to develop research and reflection on the impact, effects and nature of technology use and, as such, is intended to be a genuinely cross-disciplinary forum. Qwerty wishes to provide a forum for discussion on the use of new technologies aimed at anyone interested in the use of technology in such fields as education, training, social and university research, including the cultural, social, pedagogical, psychological, economic, professional, ethical and aesthetical aspects of technology use.