Reciprocal causation and the effect of environmental determinants upon the technology beliefs and practice of career-change pre-service teachers

Kim Rowston*, Matt Bower, Stuart Woodcock

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

Studies continue to highlight the value career-change teachers bring to teaching. Yet, little research has investigated the incumbent technology skills and beliefs of this cohort, and how these skills impact their future teaching practice. This article presents the results from a mixed-method explanatory case study investigating this phenomenon. Semi-structured interviews were conducted with 19 career-change pre-service teachers enrolled in a graduate-entry initial teacher education (ITE) course. The principles of reciprocal determinism were applied to findings to understand how environmental factors affect technology pedagogy beliefs and practice. Analysis revealed experiences within previous workplaces endowed career-changers with expertise mastering occupation-specific technology. Metacognitive capabilities fostered from omnipresent technological change within prior workplace environments supported technology integration during Professional Experience. Influencing the technology pedagogy beliefs and practice of this cohort were inconsistent mentoring and mastery opportunities during ITE, and IT infrastructure issues during Professional Experience placements that buoyed disenfranchised school cultures.

Original languageEnglish
Pages (from-to)323-344
Number of pages22
JournalTechnology, Pedagogy and Education
Volume30
Issue number2
Early online date8 Feb 2021
DOIs
Publication statusPublished - 2021

Keywords

  • technology pedagogy
  • career-change teachers
  • pre-service teachers
  • teacher education
  • reciprocal determinism

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