What do they think good teachers know?
Student teachers enrolled in a pre-service teacher education program have certainly spent a significant time of their lives in classrooms at school and university. They have memories, assumptions and beliefs of what good and bad teachers are and do. That student-teachers’ beliefs and preconceptions are formed as a result of their socialization as students is not in itself unexpected or problematic. What should raise concern among teacher educators is the “enduring nature of student-teachers’ beliefs and preconceptions, formed predominantly without understanding of pedagogical principles and theories, nor an appreciation of the role of teachers and the purposes of education”.
Throughout the syllabus of every course program, teacher educators struggle to make their students revisit, revise and expand their knowledge of the subject matter as well as their beliefs of how the new acquired information fits within the scope of their future practice. One type of course that faces particular important challenges is that related to the enhancement of pre-service teachers’ technology literacy, since technology clearly has the ability to confuse, intimidate, and frustrate learners and users. The relatively stable, specific and transparent technology of the classroom of a few years ago – such as the pencil, the microscope and the chalk board – has been replaced in many cases by digital technologies – such as computers, hand held devices and software applications- that are protean (usable in many different ways), unstable (rapidly changing) and opaque (the inner-workings are hidden from users).
In our paper, Marc and I present an empirical explaration of this theme, concentrating in the relationship between pre-service teachers’ beliefs and preconceptions regarding what a good teacher should know and their perceived technological literacy.
De Olvieira, J.M. & Romero, M. (2010). Student teachers’ perceptions of knowledge and knowledge of perception. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010 (pp. 2351-2356). Chesapeake, VA: AACE.
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