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Direct linkDana Uerz; Manon van Zanten; Kyra de Korte; Monique Volman; Marijke Kral – Teachers and Teaching: Theory and Practice, 2024
Despite the efforts of initial teacher education institutes (ITEs) to incorporate technology into their curricula, pre-service teachers (PSTs) feel insufficiently prepared to use technology effectively when teaching. To prepare PSTs to use technology in their future teaching practice, teacher educators (TEs), as second-order teachers, must both…
Descriptors: Educational Technology, Preservice Teacher Education, Technology Integration, Preservice Teachers
Monteiro, Angélica; Mouraz, Ana; Thomas Dotta, Leanete – Teachers and Teaching: Theory and Practice, 2020
According to the Teaching and Learning International Survey (2019), the average age for a teacher, across OECD countries, is 44 years old, and the teacher workforce has aged in a number of countries, over the past 5 to 10 years. Given the demands expected from the contemporary teaching profession, the study of possible implications of ageing on…
Descriptors: Experienced Teachers, Beliefs, Misconceptions, Professional Development
Lemon, Narelle; Garvis, Susanne – Teachers and Teaching: Theory and Practice, 2016
Self-efficacy is an important motivational construct for primary school teachers (teachers of children aged 5-12 years) within Australia. Teacher self-efficacy beliefs will determine the level of teacher confidence and competence to engage with a task. In this study, we explore engagement with digital technology and the associated learning and…
Descriptors: Foreign Countries, Preservice Teachers, Self Efficacy, Technological Literacy
