CONTEMPORARY EDUCATIONAL TECHNOLOGY
e-ISSN: 1309-517X
Integration and Management of Technologies Through Practicum Experiences: A Review in Preservice Teacher Education (2010-2020)

Irene García-Lázaro 1 2 * , Jesús Conde-Jiménez 3, María Pilar Colás-Bravo 2

CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep352

https://doi.org/10.30935/cedtech/11540

Submitted: 11 November 2021, Published Online: 13 January 2022

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Abstract

The presence and use of technologies in educational settings is constantly increasing. Therefore, initial teacher education needs to prepare future teachers to deal with this technological implementation from both practical and pedagogical perspectives. This paper examines the treatment of technologies that initial teacher education offers to early childhood education and primary education preservice teachers facing their practicum experiences. A bibliometric and thematic review during the 2010-2020 period is conducted in WoS, Scopus, PsycInfo, and ERIC databases. An analysis of co-occurrence of terms and the creation of bibliometric maps are considered. The thematic analysis follows an inductive approach. Three big areas are addressed through this approximation: consideration of technologies before practicum, the use of technologies at the schools, and the study of preservice teacher’s personal variables. Findings show the importance of working with technological preparation of university supervisors and cooperating teachers when teacher candidates do their practicum. In this proposal, to consider the self-efficacy and technological, pedagogical and content knowledge model of preservice teachers is encouraged. Conclusions underline the importance of teaching and strengthening pedagogical and reflective experiences during the practicum. Limitations are considered.

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