An important aspect of teachers’ work is integrating technology to support student learning. Teachers’ beliefs, knowledge, and skills related to technology develop well before their pre-service teacher education begins. For graduate-entry pre-service teachers, prior experiences may play a valuable role in shaping their self-efficacy for, and use of technology in their pedagogical practice. This paper presents findings from the first phase of a mixed method study of students enrolled in a one-year graduate teaching course (N = 146). Graduate-entry pre-service teachers at an Australian university were invited, at the commencement of their course, to complete a survey about their self-efficacy beliefs using technology in their previous occupations and their self-efficacy beliefs for integrating technology into classroom teaching. Analysis revealed a significant relationship between the four variables: frequent use of technology, types of technological tools used, general technology self-efficacy and technology pedagogy self-efficacy. The greater the experience in applying a wide variety of technological tools in their previous workplace, the higher the participant’s self-efficacy beliefs for both general technology and technology pedagogy. For participants (n = 58), who used specialised technology applications in their former roles, there was a significant and positive relationship between the types of tools used and their self-efficacy beliefs. This study provides a greater understanding of the technological skills, expertise and beliefs graduate-entry teachers bring with them from previous roles. These findings suggest that graduate-entry teachers’ experience of using specialised technology could facilitate the achievement of mandated technology pedagogy reforms and support advanced pedagogical skill development.
|Name||AARE Conference Proceedings|
|Conference||Australian Association for Research in Education (AARE) Conference 2016|
|Period||27/11/16 → 1/12/16|
- technology implementation
- graduate-entry pre-service teachers
- technology use
- technology beliefs