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University Faculty Opinions of Preservice Teachers’ Technological Readiness

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Canadian Journal of Science, Mathematics and Technology Education Aims and scope Submit manuscript

A Correction to this article was published on 01 March 2021

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Abstract

This paper examines university faculty perceptions on whether preservice teachers are sufficiently prepared to use information and communication technology (ICT) for teaching in early grades and barriers faced in incorporating these technological interventions in classroom settings. This study employed a qualitative research approach and semi-structured questionnaires to investigate faculty perceptions from a teacher education university and considered their responses through the lens of growth and fixed mindsets. The findings revealed that, despite preservice teachers being exposed to instructional technology as part of their academic preparation for early grades teaching, faculty perceived that challenges exist that inhibit preservice teachers’ readiness to integrate technologies in their teaching of mathematics. In particular, many significant disagreements existed among the teacher education faculty as to how prepared they perceived their preservice teachers to be in the use of technology in their future classrooms. Findings from this study led to additional observations regarding university faculty opinions regarding their own use of ICT and its implementation in the department and programme.

Résumé

Dans cette étude, nous examinons les perceptions des professeurs d’université pour savoir si les enseignants en formation initiale sont suffisamment préparés à utiliser la technologie de l’information et des communications (TIC) au moment d’enseigner au primaire et les obstacles auxquels ils sont confrontés dans l’intégration en classe d’interventions de nature technologique. Nous avons utilisé une approche fondée sur la recherche qualitative et des questionnaires semi-structurés afin de sonder les perceptions des professeurs d’une université spécialisée dans la formation des enseignants et nous avons tenu compte des réponses obtenues dans l’optique d’un état d’esprit de développement et sous l’angle d’un état d’esprit fixe. Les résultats montrent qu’en dépit du fait que les enseignants soient initiés à la technologie éducative durant leur formation pédagogique les préparant à l’enseignement au primaire, les professeurs universitaires sont d’avis qu’il existe des entraves à la réceptivité des enseignants en formation initiale à incorporer les technologies dans leur façon d’enseigner les mathématiques. Plus précisément, les professeurs en formation des enseignants ont exprimé entre eux plusieurs désaccords importants sur le niveau de préparation perçu de leurs enseignants en formation initiale quant à l’utilisation de la technologie dans leurs salles de classe futures. Les conclusions de cette recherche ont donné lieu à des constatations supplémentaires quant aux opinions des professeurs universitaires sur leur propre usage des TIC et leur mise en œuvre au sein du département et du programme d’études.

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Authors and Affiliations

  1. Nelson Mandela University, Port Elizabeth, South Africa

    Anass Bayaga, Samuel Bosire & Sylvan Blignaut

  2. Appalachian State University, Boone, USA

    Michael J. Bossé, John Sevier & Catherine Fountain

  3. Montana State University, Bozeman, USA

    Derek Williams

Authors
  1. Anass Bayaga
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  2. Michael J. Bossé
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  3. John Sevier
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  4. Catherine Fountain
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  5. Derek Williams
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  6. Samuel Bosire
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  7. Sylvan Blignaut
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Correspondence to John Sevier.

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The original online version of this article has been revised: Anass Bayaga’s affiliation and email address were corrected.

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Bayaga, A., Bossé, M.J., Sevier, J. et al. University Faculty Opinions of Preservice Teachers’ Technological Readiness. Can. J. Sci. Math. Techn. Educ. 21, 44–64 (2021). https://doi.org/10.1007/s42330-021-00138-6

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