Abstract:

Teacher training is a key role to prepare student teachers to use ICT (Information and Communication Technology) and to create a technological supportive learning culture. Teaching practices offer an opportunity to strengthen the competence to use technology in learning. The theoretical framework of this study is based on the SQD-model (Synthesis of Qualitative Evidence) focusing on six micro-level strategies: role models, reflection, instructional design, collaboration, authentic experiences and feedback. The study was conducted with 26 student teachers in their first teaching practice period in Finnish teacher education in Kokkola and their five teacher tutors. The purpose of this paper is to present the quantitative findings relating to student teachers’ and teacher tutors’ perceptions of the importance of the micro-level strategies during the teaching practice. Data was collected during 2018 by Likert- scale questionnaire. The results indicate that there were differences in student teachers’ and teacher tutors’ opinions towards the appearance of the strategies. Mostly, teacher tutors’ perceptions were more positive than those of students. The study argues that these strategies play a major role to student teachers’ development in using technology supported learning. Also, there is a need for further development of teacher training related to pedagogical technology adaption in teaching practices.

Keywords:

SQD-model, educational technology use, teaching practice.