Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education

This study aims at investigating the profiles of teacher educators in order to explore their ability to prepare preservice teachers for technology integration in education. Specifically, the current study examines whether teacher educators can be grouped on the basis of their attitudes toward ICT (i...

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Veröffentlicht in:	British journal of educational technology Jg. 50; H. 3; S. 1189 - 1209
Hauptverfasser:	Tondeur, Jo, Scherer, Ronny, Baran, Evrim, Siddiq, Fazilat, Valtonen, Teemu, Sointu, Erkko
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Coventry Wiley-Blackwell 01.05.2019 Blackwell Publishing Ltd
Schlagworte:	Beginning teachers Computer Attitudes Education Educational Practices Educational Technology Feedback (Response) Foreign Countries Instructional scaffolding Learning Preservice Teacher Education Preservice Teachers Qualitative analysis Role Models Scaffolding Self Efficacy Teacher Attitudes Teacher Collaboration Teacher Competencies Teacher Educators Teacher Improvement Teacher Qualifications Teachers Teaching Methods Technological Literacy Technology Integration Technology Uses in Education Belgium
ISSN:	0007-1013, 1467-8535
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Abstract	This study aims at investigating the profiles of teacher educators in order to explore their ability to prepare preservice teachers for technology integration in education. Specifically, the current study examines whether teacher educators can be grouped on the basis of their attitudes toward ICT (in education), their ICT self‐efficacy to design ICT‐rich learning environments, their competencies to use ICT in their teaching practice and the strategies they use to prepare preservice teachers for technology integration. These strategies are included in the SQD (Synthesis of Qualitative Data) model and comprise: (1) teacher educators as role models, (2) reflecting on the role of technology in education, (3) learning how to use technology by design, (4) collaboration with peers, (5) scaffolding authentic technology experiences and (6) providing continuous feedback. Data were collected from a sample of 284 teacher educators in Flanders, the Dutch‐speaking part of Belgium, and submitted to latent profile analysis. The added value of the current study lies in the account of how SQD strategies and a typical set of determinants of ICT integration can be associated within teacher educators’ profile. Based on the profiles emerging from this study, teacher training institutions should consider their teacher educators to be gatekeepers when preparing future generations of teachers for the learning environments of the twenty‐first century. In the discussion section, the implications for practice and future research are discussed.
AbstractList	This study aims at investigating the profiles of teacher educators in order to explore their ability to prepare preservice teachers for technology integration in education. Specifically, the current study examines whether teacher educators can be grouped on the basis of their attitudes toward ICT (in education), their ICT self‐efficacy to design ICT‐rich learning environments, their competencies to use ICT in their teaching practice and the strategies they use to prepare preservice teachers for technology integration. These strategies are included in the SQD (Synthesis of Qualitative Data) model and comprise: (1) teacher educators as role models, (2) reflecting on the role of technology in education, (3) learning how to use technology by design, (4) collaboration with peers, (5) scaffolding authentic technology experiences and (6) providing continuous feedback. Data were collected from a sample of 284 teacher educators in Flanders, the Dutch‐speaking part of Belgium, and submitted to latent profile analysis. The added value of the current study lies in the account of how SQD strategies and a typical set of determinants of ICT integration can be associated within teacher educators’ profile. Based on the profiles emerging from this study, teacher training institutions should consider their teacher educators to be gatekeepers when preparing future generations of teachers for the learning environments of the twenty‐first century. In the discussion section, the implications for practice and future research are discussed.
Audience	Higher Education Postsecondary Education
Author	Baran, Evrim Siddiq, Fazilat Sointu, Erkko Tondeur, Jo Scherer, Ronny Valtonen, Teemu
Author_xml	– sequence: 1 givenname: Jo surname: Tondeur fullname: Tondeur, Jo email: Jo.Tondeur@vub.be – sequence: 2 givenname: Ronny surname: Scherer fullname: Scherer, Ronny – sequence: 3 givenname: Evrim surname: Baran fullname: Baran, Evrim – sequence: 4 givenname: Fazilat surname: Siddiq fullname: Siddiq, Fazilat – sequence: 5 givenname: Teemu surname: Valtonen fullname: Valtonen, Teemu – sequence: 6 givenname: Erkko surname: Sointu fullname: Sointu, Erkko
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Snippet	This study aims at investigating the profiles of teacher educators in order to explore their ability to prepare preservice teachers for technology integration...
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SubjectTerms	Beginning teachers Computer Attitudes Education Educational Practices Educational Technology Feedback (Response) Foreign Countries Instructional scaffolding Learning Preservice Teacher Education Preservice Teachers Qualitative analysis Role Models Scaffolding Self Efficacy Teacher Attitudes Teacher Collaboration Teacher Competencies Teacher Educators Teacher Improvement Teacher Qualifications Teachers Teaching Methods Technological Literacy Technology Integration Technology Uses in Education
Title	Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education
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