Field observations’ impact on preservice teachers’ perceptions of effective teaching with technology: a person-centred investigation

ABSTRACT

To explore the impact of field experiences on prospective preservice teachers, this study examined their perceptions of their cooperating teachers’ teaching efficacy and technology use. Using latent profile analysis and multinomial logistic regression, the authors applied a person-centred approach to determine if profiles existed. Results showed that prospective preservice teachers classified their cooperating teachers into four profiles: Meaningful Learning Experts, Low Non-Users, Chaotic Users and Skilled Traditional users of technology. Results from regression analysis were mixed and largely nonsignificant, though prospective preservice teachers with a desired certification level of grades 4–9 were significantly more likely to rate their cooperating teachers as Chaotic Users than prospective preservice teachers with a desired certification of K–3. Also, those with higher intentions to use technology in meaningful ways were significantly more likely to rate their cooperating teachers as Chaotic Users than those with lower intentions to use technology in meaningful ways.

KEYWORDS:

• Prospective preservice teachers
• latent profile analysis
• technology value beliefs
• field experiences
• TPACK

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Pat Tillman Foundation.

Notes on contributors

Nathan A. Hawk

Nathan Hawk is a Clinical Assistant Professor at Texas A&M University in the Technology and Teacher Education programme in the Department of Teaching, Learning and Culture. Additionally, he is a Graduate Research Associate in the Research Laboratory for Digital Learning. His research interests include the role of technology and technology integration into K–12 education, and inservice and preservice teacher education. His research interests also include the role of technology, social-emotional learning and self-regulated learning related to at-risk and nontraditional mathematics students’ achievement and persistence.

Michael J. Nelson

Michael Nelson is the Medical Director of the Center for Youth and College Education at the Cleveland Clinic Education Institute. In this role, he oversees the development and implementation of online and in-person programmes aimed at educating K–12 and college learners about careers in healthcare. Additionally, as a member of the Center for Educational Resources at the Cleveland Clinic, Dr Nelson teaches about education and technology, provides an instructional technology consultation service and engages in instructional design projects. His most recent scholarship focuses on technology in teacher education and the role of beliefs in teachers’ technology integration.