Preservice teachers’ beliefs about young children's technology use at home

Chuanmei Dong*, Pekka Mertala

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

Teachers’ beliefs about young children's technology use at home are intertwined with their beliefs about parents and their parenting practices. This paper reports a qualitative study of eight purposefully selected Chinese preservice early childhood (EC) teachers’ beliefs about children's home technology use and associated representations of parents and teachers. The participants possessed inflated positive beliefs about young children's natural technology competence but were worried that parents would expose children to content for prolonged periods. Teachers’ role was seen as responsible guides for children and educational authorities over parents. Implications for research and teacher education are discussed.

Original languageEnglish
Article number103325
Pages (from-to)1-11
Number of pages11
JournalTeaching and Teacher Education
Volume102
DOIs
Publication statusPublished - Jun 2021

Keywords

  • early childhood education
  • teacher
  • belief
  • children
  • parents
  • technology

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