Preparing pre-service teachers to teach with information technology: mapping knowledge patterns in what is included and omitted in Ghana-Reference-Cited by-同舟云学术

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

Published:2024-05-03 Issue:3 Volume:54 Page:337-356
ISSN:0305-764X
Container-title:Cambridge Journal of Education
language:en
Short-container-title:Cambridge Journal of Education

Author:

Abedi Emmanuel Ayisi¹^ORCID,Prestridge Sarah¹,Geelan David²,Hodge Steven¹

Affiliation:

1. School of Education and Professional Studies, Griffith University, Brisbane, Australia

2. School of Education, The University of Notre Dame, Fremantle, Australia

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/0305764X.2024.2355215

Reference52 articles.

1. Tensions between technology integration practices of teachers and ICT in education policy expectations: implications for change in teacher knowledge, beliefs and teaching practices

2. “We [teachers] first require basic technical [skills] training”: Investigating formal professional development pathways and knowledge needs of teachers for technology integration

3. Leadership practices and support structures enabling teachers’ informal learning for educational technology use: an appreciative inquiry approach

4. Abedi, E. A., Prestridge, S., & Geelan, D. (2022). Beginning Teachers Reflections on Pre-service Technology Training and Sense of Preparedness. In E. Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 367-376). San Diego, CA, United States: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/220753/

5. Teachers’ beliefs about technology integration in Ghana: a qualitative study of teachers’, headteachers’ and education officials’ perceptions