Rethinking Technology-Enhanced Physics Teacher Education: From Theory to Practice

• Published in: Canadian journal of science, mathematics and technology education Vol. 16; no. 3; pp. 284 - 295
• Main Author: Milner-Bolotin, Marina
• Format: Journal Article
• Language: English
• Published: Cham Springer International Publishing 02.07.2016; Routledge; Springer Nature B.V
• Subjects: Computer Simulation; Data collection; Education; Educational Technology; Engineering/Technology Education; Foreign Countries; Mathematics Education; Methods Courses; Pedagogical Content Knowledge; Pedagogy; Peer Teaching; Physics; Preservice Teacher Education; Science Education; Science Instruction; Science Teachers; Scientific Concepts; Secondary School Teachers; Teacher Attitudes; Teacher Competencies; Teacher education; Teacher Education Programs; Teaching Methods; Technological Literacy; Technology Uses in Education; Canada
• ISSN: 1492-6156; 1942-4051
• DOI: 10.1080/14926156.2015.1119334

This article discusses how modern technology, such as electronic response systems, PeerWise system, data collection and analysis tools, computer simulations, and modeling software can be used in physics methods courses to promote teacher-candidates’ professional competencies and their positive attitudes about mathematics and science education. We show how modeling technology-enhanced deliberate pedagogical thinking in physics methods courses can improve teacher-candidates’ subject-specific pedagogical knowledge and their positive attitudes about science learning. We also discuss potential challenges that must be addressed in order to help teacher-candidates successfully implement these pedagogies during the practicum and in their early years of teaching.