What should teacher educators know about technology? Perspectives and self-assessments |
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| Institution: | 1. Elon University, Campus Box 2105, Elon, NC, 27244, USA;2. University of Tennessee, Knoxville, 1122 Volunteer Boulevard, Knoxville, TN, 37916, USA;3. University of Idaho, Department of Curriculum & Instruction, 875 Perimeter Dr, MS 3082, Moscow, ID, 83844-3082, USA;4. University of Tampa, 401 W. Kennedy Blvd, Tampa, FL, 33606-1490, USA;5. University of Massachusetts Amherst, Teacher Education & Curriculum Studies, 813 North Pleasant Street, Amherst, MA, 01003-9308, USA;6. Massachusetts Institute of Technology, 600 Technology Square, NE49-2000, Cambridge, MA, 02139-4307, USA;7. Monash University, 29 Ancora Imparo Way, Clayton VIC, 3800, Australia;8. Eberhard Karls University of Tübingen, Hector Research Institute of Education Sciences and Psychology, Europastr. 6, Room 404, 72072 Tübingen, Germany;9. University of North Texas, Teacher Education and Administration, Matthews Hall 206Q, 1155 Union Circle #310740, Denton, TX, 76203, USA;1. CIAE, Instituto de Estudios Avanzados en Educación (IE), Universidad de Chile, Chile;2. Department of Humanities, Social and Political Sciences, ETH Zürich, Switzerland;3. Centro de Estudios Avanzados en Justicia Educacional, Pontificia Universidad Católica de Chile, Chile;4. Facultad de Economía y Negocios, Universidad Del Desarrollo, Chile;5. Facultad de Ingeniería, Pontificia Universidad Católica de Chile, Chile;1. Department of Career and Information Studies, Learning, Design, and Technology Program, University of Georgia, United States;2. Department of Instructional Systems Technology, Indiana University, United States;3. Middle East Technical University, Turkey;1. HAN University of Applied Sciences, iXperium/Centre of Expertise Teaching and Learning with ICT, P.O. Box 30011, 6503 HN, Nijmegen, The Netherlands;2. University of Amsterdam, Research Institute of Child Development and Education, P.O. Box 15780, 1001 NG, Amsterdam, The Netherlands;1. University of Tübingen, Germany;2. University of Education, Weingarten, Germany;1. Centre for Educational Measurement at the University of Oslo (CEMO), Faculty of Educational Sciences, University of Oslo, Norway;2. Interfaculty Department for Teacher Education, Vrije Universiteit Brussel, Belgium;3. Nordic Institute for Studies in Innovation, Research and Education (NIFU), Oslo, Norway |
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| Abstract: | This article offers a first look at teacher educators’ (N = 336) perceptions of their technology competencies based on the Teacher Educator Technology Competencies (TETCs; Foulger, Graziano, Schmidt-Crawford, & Slykhuis, 2017). The participants generally rated their competence levels highly in relation to the TETCs. Although many participants reported that the TETCs adequately reflected the competencies required of them, they suggested various additions and changes to the TETCs. This mixed-method study advances understanding of teacher educators’ perceptions of the importance of various competences to their work and offers feedback from the field regarding which competencies might be missing from the TETCs. |
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| Keywords: | Educational technology ICT Teacher educators Teacher education Competencies Mixed-method research |
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