Teachers’ Belief Change in a Pedagogical Laboratory
Type: Brief Paper Topic: Evaluation & Research
Room: 5
Fri, Mar. 7 11:40 AM-12:00 PM
Authors:
Guolin Lai, Georgia State University, USA
Yuxin Ma, University of Louisiana at Lafayette, USA
Douglas Williams, University of Louisiana at Lafayette, USA
Louise Prejean, University of Louisiana at Lafayette, USA
Mary Jane Ford, University of Louisiana at Lafayette, USA
Abstract:
Teacher candidates enrolled in a technology integration methods course facilitated student-centered lessons in a pedagogical laboratory as they taught a robotics or digital storytelling unit. We adopted a quantitative instrument to measure the impact of the pedagogical laboratory experience on teacher candidates’ beliefs regarding technology use. The impact was largely insignificant. The qualitative data suggest that changes might be incremental and TBTUS might not be sensitive to changes that occurred after 22 hours of treatment, with only six hours of real teaching experience. Moreover, unlike vicarious experiences, personal teaching experiences may be different for each candidate, so they might have learned strategies that are unrelated to the beliefs that were measured.