Preparing pre-service teachers to teach with information technology: mapping knowledge patterns in what is included and omitted in Ghana

0Citations
Citations of this article
14Readers
Mendeley users who have this article in their library.

This article is free to access.

Abstract

Research, primarily from pre-service teachers’ perspectives, has found that teacher education programmes are not providing adequate preparation for constructivist pedagogy using information technology. This subject is pronounced in Ghana’s teacher education programmes, where local research that investigates knowledge patterns in technology training methods and competencies pre-service teachers mainly acquire is also scarce. In addressing this gap, this paper describes a qualitative study that examined the reflective views and experiences of 20 in-service teachers regarding what was offered and missing in their pre-service training for digital pedagogy. Findings revealed teachers benefit from standalone educational technology courses, teacher educators modelling technology use, and curriculum activities requiring technology use. The knowledge pattern in these training methods suggests a prioritisation of technical skills acquisition that mostly supports traditional, teacher-centred teaching tasks. Factors impeding pedagogical development training are unpacked, along with the reasons behind misalignments between teacher education policy requirements, and actual pre-service technology training practices.

Cite

CITATION STYLE

APA

Abedi, E. A., Prestridge, S., Geelan, D., & Hodge, S. (2024). Preparing pre-service teachers to teach with information technology: mapping knowledge patterns in what is included and omitted in Ghana. Cambridge Journal of Education, 54(3), 337–356. https://doi.org/10.1080/0305764X.2024.2355215

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free