Exploring the conceptions of meaningful digital pedagogy in the context of teacher education practicums

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Abstract

Technology integration in teacher training is paramount to adequately prepare student teachers for their future working lives. However, the integration of technology for pedagogical purposes in teacher training is sometimes problematic. The purpose of this study is to identify variations in the features related to meaningful digital pedagogy. This study is aimed at developing practices and pedagogy regarding technology use during teacher education practicums. Another objective of the study is to support the collaborative planning of digital technology inclusion in teaching by student teachers, their supervising in-service teachers and university teacher educators. Data were collected through interviews and analysed with a phenomenographic methodology. The findings indicate that teacher education practicums are commonly perceived as a context for reciprocal learning, wherein participants engage in mutual learning situations. Simultaneously, meaningful digital pedagogy is considered to adopt a student-centred perspective on learning. The findings are reflected through a theoretical framework, which consists of a learning community approach and the Technology Integration Matrix (TIM). This study contributes to the pedagogical development of the teacher education practicum and provides a perspective on aspects of how to implement a collaborative approach in the teacher education curriculum, thereby facilitating the implementation and development of new practices in teacher education practicums.

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Keywords

meaningful digital pedagogy, teacher education practicum, Technology Integration Matrix

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