The aim of this study was to explore the ways in which teacher education institutions (TEI) prepare pre-service teachers for integrating information and communication technology (ICT) in their classroom practise. Specifically, a multiple case study was conducted to examine the ways in which the development of technological pedagogical content knowledge (TPACK) was promoted in the existing curriculum of three TEI in Flanders. In the three cases, data were drawn from semi-structured interviews with the heads of the department and the ICT coordinators. Focus group discussions collected the perspectives of pre-service teachers and teacher educators. The results indicate that (1) the three institutions are moving from ICT as a ‘stand-alone’ course towards embedding ICT across the curriculum and (2) three approaches were adopted for developing pre-service teachers’ TPACK, each representing different ways of understanding the place of ICT in the curriculum. The discussion will focus on the challenges and opportunities inherent in understanding how to develop pre-service teachers’ TPACK in the curriculum of TEI.
Tondeur, J., Pareja Roblin, N. N., van Braak, J., Fisser, P., & Voogt, J. (2013). Technological pedagogical content knowledge in teacher education: in search of a new curriculum. Educational studies, 39(2), 239-243. https://doi.org/10.1080/03055698.2012.713548