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    How field experience shapes pre-service primary teachers’ technology integration knowledge and practice

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    Author
    Lynam, Aoife
    McCoy, Selina
    Type
    Article
    Journal title
    Teacher Development: An international journal of teachers' professional development
    Publication Date
    2022
    Start page
    1
    End page
    20
    
    Metadata
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    External link
    https://www.tandfonline.com/doi/pdf/10.1080/13664530.2022.2074086
    Abstract
    The expectation for teachers to integrate technology within their classroom practice is growing. However, few studies examine the influences on pre-service teachers’ technology integration knowledge and practice, and the role of field experience in shaping these. Narratives from semi-structured pre-COVID interviews with 35 preservice primary school teachers in one teacher education programme in Ireland, some of whom used a digital camera, were analysed using an inductive thematic approach. Opportunities for pre-service teachers to develop their knowledge and practice were shaped by their interaction with the primary school context, the people within it and the digital resources provided, the Zone of Proximal Development (ZPD). While the initial teacher education programme provided opportunities and digital resources to support the primary teachers’ learning, the Zone of Promoted Action, these were ultimately shaped by the ZPD. The results have implications for professional development programmes striving to support teachers in developing innovative practice in a post-COVID era.
    Keyword
    Teaching practice
    sociocultural theory
    Zone of Proximal Development
    technology integration
    Digital video
    URI
    http://hdl.handle.net/20.500.13012/117
    ae974a485f413a2113503eed53cd6c53
    https://doi.org/10.1080/13664530.2022.2074086
    Scopus Count
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    Primary education publications

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