Student teachers’ pedagogical reasoning in tPcK-based design tasks. A multiple case study

Abstract

Teachers’ professional expertise cannot ignore anymore a technological component to it. Technology is nowadays accessible more and more widely, but it does not automatically translate into learning improvement. It is crucial to understand how educators give meaning to technology integration in their practices, i.e. investigate teachers’ professional reasoning. The paper reports on part of a wider study on Initial Teacher Education (ITE) institutions’ capability to engage student-teachers’ reasoning. Within the broader multiple case study across Europe, the paper reports on data emerging from document analysis and focused interviews with pre-service teachers (Ntot 36). The findings suggest an activation of reasoning whose roots might find place outside ITE influence, encouraging further research.