Beginning teachers’ reflections on pre-service technology training and sense of preparedness


Several studies investigate effective strategies for preparing teachers for educational technology use, but primarily from the perspectives of pre-service teachers in training. This study addresses a different pathway that has received minimal research attention. It explores beginning teachers’ reflective accounts regarding what pre-service technology training opportunities are important to their present use of technology in teaching and how prepared they were. This study, a qualitative case inquiry, gleaned data from open-ended questions and telephone interviews with six beginning teachers in Ghana. Thematic analysis revealed the beginning teachers valued three pre-service technology learning opportunities (standalone technology courses, modelling of technology use, and curriculum activities requiring technology use). Their sense of preparedness to teach with technology was, however, less positive, which they ascribed to inadequate technology resources, limited practicum experience with technology, and lack of adequate technology methodological training, as among the significant inhibitors. Beginning teachers’ reflections can offer an alternative lens for illuminating enabling strategies and contextual factors that can foster pre-service teachers’ technology training. Suggestions that can upscale pre-service technology training and affect pre- and beginning teachers’ knowledge change for transformative technology use in teaching are highlighted.


technology integration, pre-service teacher education, beginning teachers, reflective experiences, qualitative research

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