The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Teacher Educators' Appropriation of TPACK-SAMR Models for 21st Century Pre-Service Teacher Preparation
Abstract
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.
Related Content
XiFeng Liao.
© 2024.
19 pages.
|
Ahmed Abdulateef Al Khateeb, Tahani I. Aldosemani, Sumayah Abu-Dawood, Sameera Algarni.
© 2024.
16 pages.
|
Hao Yang.
© 2024.
17 pages.
|
Mohammed Abdullatif Almulla.
© 2024.
26 pages.
|
Kyosuke Takami, Brendan Flanagan, Yiling Dai, Hiroaki Ogata.
© 2024.
23 pages.
|
Shaobin Chen, Qingrong Li, Tao Wang.
© 2024.
22 pages.
|
Yan Zhang.
© 2024.
16 pages.
|
|
|