Little is known about pre-service teachers' (PSTs) content-specific pedagogical beliefs and what causes alignment or misalignment, particularly when it comes to technology integration in emergency remote teaching (ERT). This study looked at the use of technology in teaching practice, content-specific pedagogical views held by PSTs, and the factors…

This study examines the factors influencing preservice teachers' (PSTs) technology integration during teaching practice in teacher preparation programs. Utilizing a multidimensional framework, the study integrates models such as TPACK, UTAUT, and the Triple-E evaluation rubric, among others. The research involved a Qualtrics survey of 1,217 PSTs…

Instructional design problems are one of the most complicated and ill-structured types of problems due to the dynamic nature of design problems and decision-making processes. Formulating instructional design solutions thereby requires teachers to possess adequate decision-making knowledge and skills and apply them to instructional design. This…

The current study introduced and assessed the effectiveness of a multimedia-based instructional strategy to enhance the technology integration self-efficacy of 98 special education pre-service teachers. 78% of participants demonstrated growth in their self-efficacy scores. Specifically, pre-service teachers with initial low and medium…

Instructional technology continues to be prevalent in research relating to classrooms. Much research states that there is a strong relationship between teacher comfort-level with technology and use of technology in the classroom. This study focuses on increasing comfort with instructional technology at the teacher education level in a stand-alone…

In this study, three math and three science teacher educators (TEs) were positioned as designers of instruction. The investigation considered how TEs supported preservice teachers (PSTs) to learn to facilitate argumentation discussions using two digital simulations. Research questions were (a) How did TEs engage in instructional design around the…

Teachers are gatekeepers of technology integration in the classroom. Pre-service teachers' attitudes, confidence, and competence in exploring emerging technologies play a critical role in teachers' adoption of technology in teaching. This study examined the effects of a gamified technology course on pre-service teachers' confidence, intention, and…

The main purpose of the current research was to explore the relationships between beliefs/knowledge and technology integration (TI) during teaching practice (i.e., placement or practicum) among Indonesian pre-service teachers. Five core variables of the theory of planned behavior or TPB (subjective norms, attitudes, perceived behavioral control,…

This study examines 105 pre-service and in-service teachers' perceptions of the importance and helpfulness of digital technologies for their learning and their teaching as well as their perceived competence and level of interest in digital technologies. The descriptive statistics from an online survey show that all respondents (n = 105) found…

This paper presents a cross validation study of four instruments commonly used to assess educator proficiency in technology integration. Data for the validation study were contributed by 357 teacher preparation candidates enrolled in university coursework in the Netherlands. Factor analysis, multidimensional scaling, reliability analyses and…

This study aims to analyze the experiences of creating the metaverse classroom on pre-service EFL (English as a Foreign Language) teachers' technological acceptance and affordance, as well as their perception of its potential for language learning and teaching. To achieve this purpose, this study utilized an in-depth analysis of survey and…

Teaching is a complex profession; and therefore, micro-teaching is needed to scale down its complexity to train pre-service teachers for future real teaching. However, micro-teaching experiences without reflection are insufficient for building or developing professional teaching skills. Therefore, this book aims at building and developing…

The aim of the study is to adapt the "Maker-Based Technological Pedagogical Content Knowledge" scale developed by Ku et al. (2021) for pre-service science teachers into Turkish. The study group for the research consists of 188 pre-service science teachers studying at the Department of Science Education at three state universities in…

Artificial intelligence-driven chatbots have sparked significant changes in English education, which is challenging for pre-service teachers. To date, it remains unclear what are pre-service English teachers' perceptions of and needs in integrating chatbots into English education. This study, therefore, explored Chinese pre-service English…

The successes of web design by learning relates to the pre-service teachers' personality. Unfortunately, the relationship between personality and pre-service teachers' technological pedagogical content knowledge related Web (TPACK-Web) still uncertain. The main objective of this study was to explore the relationship between the Five-Factor Model…