Enhancing Pre-service Mathematics Teachers' Technology Integrated Competency: Cooperative Initiation and Open Lesson Observation
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Resumo
Technology became considerably more critical for mathematics teachers during the Covid-19 pandemic era. Apart from examining pre-service mathematics teachers' knowledge about technology integration, which failed to reflect the unique characteristics of mathematics and underrated teachers' perception toward using technology in mathematics classrooms, this study aims to examine pre-service mathematics teachers' technology integrated competency through an enhancement program. Data were gathered from 25 pre-service mathematics teachers at Lampang Rajabhat University through journals, artifacts, and focus group interviews. Quantitative and qualitative analysis was by the research analytic framework's categories to define changes in participants' technology integrated competency. The primary finding was that participants gained a better knowledge of technology integrated lesson design during a four-month period. Most participants moved their emphasis away from technology as a teaching aid and toward providing students with mathematical learning instruments. Additionally, they emphasized the significance of their courage. They did not overlook the necessity of adequate mathematical knowledge for teaching when it came to improving mathematics teachers' roles in creating a successful technology integrated mathematics lesson. It was discovered in this study that the cooperative initiation and open lesson observation of pre-service mathematics teachers had a direct effect on their lesson preparation.
Dados da obra
- Tipo
- Artigo
- Periódico
- International Journal of Information and Education Technology, v. 12, n. 12, p. 1363-1373
- Editora
- International Journal of Information and Education Technology
- Ano
- 2022 (2022-01-01)
- Idioma
- en
- Palavras-chave
- pre-service mathematics teachers; technology integration; lesson design; mathematical knowledge for teaching; teacher professional development; COVID-19 pandemic; mathematics education
- Temas
- Formação de Professores de Matemática
- DOI
- 10.18178/ijiet.2022.12.12.1760
- ISSN
- 2010-3689
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
JUN-ON, Nipa et al.. Enhancing Pre-service Mathematics Teachers' Technology Integrated Competency: Cooperative Initiation and Open Lesson Observation. International Journal of Information and Education Technology, v. 12, n. 12, p. 1363-1373, 2022. DOI: https://doi.org/10.18178/ijiet.2022.12.12.1760.
APA
Jun-on, N., Suparatulatorn, R., Kaewkongpan, D., & Suwanreung, C. (2022). Enhancing Pre-service Mathematics Teachers' Technology Integrated Competency: Cooperative Initiation and Open Lesson Observation. International Journal of Information and Education Technology, 12(12), 1363-1373. https://doi.org/10.18178/ijiet.2022.12.12.1760
BibTeX
@article{junon2022,
author = {Jun-on, Nipa and Suparatulatorn, Raweerote and Kaewkongpan, Duangjan and Suwanreung, Chanankarn},
title = {Enhancing Pre-service Mathematics Teachers' Technology Integrated Competency: Cooperative Initiation and Open Lesson Observation},
year = {2022},
journal = {International Journal of Information and Education Technology},
volume = {12},
number = {12},
pages = {1363-1373},
publisher = {International Journal of Information and Education Technology},
doi = {10.18178/ijiet.2022.12.12.1760},
language = {en}
}RIS
TY - JOUR AU - Jun-on, Nipa AU - Suparatulatorn, Raweerote AU - Kaewkongpan, Duangjan AU - Suwanreung, Chanankarn TI - Enhancing Pre-service Mathematics Teachers' Technology Integrated Competency: Cooperative Initiation and Open Lesson Observation PY - 2022 JO - International Journal of Information and Education Technology VL - 12 IS - 12 SP - 1363 EP - 1373 DO - 10.18178/ijiet.2022.12.12.1760 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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