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Pre-service teachers’ experiences of ICT in daily life and in educational contexts and their proto-technological pedagogical knowledge

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Abstract

Many pre-service teachers are members of the net generation and are expected to be familiar with different ICTs, yet several studies have indicated that they are not necessarily able to use them for teaching and learning. The notion of teachers’ technological pedagogical knowledge (TPK) is central to this concern. In this study we use the responses of 146 pre-service teachers to open-ended questions about the experiences and knowledge of ICT and pedagogy they brought with them when they entered university teacher training. The data were analysed qualitatively with content analysis based on an integrative framework generated from a number of theoretical perspectives. Derived categories and subcategories were used to construct a framework for ‘proto-TPK’ as a basis for establishing a starting point for the coordinated development of TPK with students in their university training and early careers.

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Authors and Affiliations

  1. Faculty of Philosophy, University of Eastern Finland, P.O. BOX 111, Tulliportinkatu 1, 80101, Joensuu, Finland

    Sini Kontkanen, Patrick Dillon, Teemu Valtonen, Sami Renkola & Pertti Väisänen

  2. Agora Center, University of Jyväskylä, P.O. BOX 35, 40014, Jyväskylän yliopisto, Finland

    Mikko Vesisenaho

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  1. Sini Kontkanen
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  2. Patrick Dillon
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  3. Teemu Valtonen
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  4. Sami Renkola
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  6. Pertti Väisänen
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Correspondence to Sini Kontkanen.

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Kontkanen, S., Dillon, P., Valtonen, T. et al. Pre-service teachers’ experiences of ICT in daily life and in educational contexts and their proto-technological pedagogical knowledge. Educ Inf Technol 21, 919–943 (2016). https://doi.org/10.1007/s10639-014-9361-5

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