کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
374301 | 622487 | 2011 | 10 صفحه PDF | دانلود رایگان |
The purpose of this study was to explore the experiences of 35 preservice teachers as they were introduced to a new digital technology, “Slowmation” (abbreviated from Slow Animation), as a “disruptive” pedagogy over a period of 12 months. The participants in the study were 35 preservice teachers from an elementary cohort. Primary data sources included field notes and semi-structured interviews. Findings revealed that the preservice teachers enjoyed using slowmation as learners during the on-campus part of their program, yet very few used it as a disruptive pedagogy when teaching during their extended practicum. Our study highlights the challenges inherent in introducing “disruptive” pedagogies in a teacher education program.
► Preservice teachers may still meet resistance from cooperating teachers.
► A “disruptive” model of pedagogy encourages new approaches with digital texts.
► Using digital technologies requires modifying existing pedagogical practice.
Journal: Teaching and Teacher Education - Volume 27, Issue 8, November 2011, Pages 1179–1188