Practicing and prospective teachers’ pedagogical reasoning about using technology in their educational practice: Part 2

ID: 55057 Type: Symposium
  1. Joke Voogt, University of Amsterdam/ Windesheim University of Applied Sciences, Netherlands
  2. Michael Phillips, Monash University, Australia
  3. Ottavia Trevisan and Marina de Rossi, University of Padova, Italy
  4. Anneke Smits, Henk La Roi, and Roland Bruijn, Windesheim University of Applied Sciences, Netherlands
  5. Judi Harris and Mark Hofer, William & Mary School of Education, United States
  6. Petra Fisser, Netherlands Institute for Curriculum Development, Netherlands

Friday, March 22 11:30 AM-12:30 PM Location: Celebrity 2

Presider: Petra Fisser, National Institute for Curriculum Development, Netherlands

Abstract: In 1986, Shulman introduced the concept of pedagogical reasoning and action as an important means for teachers to continually professionalize and improve their teaching. This concept also helps us to understand why and how practicing and prospective teachers use technology in their teaching. In this symposium, we aim to deepen our understanding of prospective, novice and experienced teachers’ reasoning about their uses of technology. In addition, we will explore how pre-service and practicing teachers can be supported in improving the quality of their reasoning about the use of technology in their teaching.

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