How do you get pre-service teachers to become ‘good at ICT’ in their teaching? A view from the UK

Abstract

The paper reports the outcomes of the UK strand of an OECD comparative study, ICT in Initial Teacher Training, which aimed to develop insights into how courses of initial teacher training prepare student teachers to use ICT effectively in their teaching. Using case studies of effective practice, the paper details the views of expert practitioners on what strategies and interventions are most helpful in developing teachers who are able to use ICT to enhance learning in their subject teaching. Although some findings confirm research elsewhere on the importance of TPACK frameworks, other aspects of the study question some of the assumptions which have been made about teacher induction in this field in the UK, which may have implications for the training of pre-service teachers in other countries.