Developing pre-service teachers' ICT in education competencies in a Chinese normal university: The role of curriculum leaders

Keyphrases

• Technology in Education 100%
• Pre-service Teachers 100%
• Education Competencies 100%
• Information Communication Technology 100%
• Normal University 100%
• Teacher Education Programs 75%
• Curriculum Leadership 66%
• Guangxi 33%
• Technological Pedagogical Content Knowledge (TPACK) 33%
• Information Technology Use 16%
• Technology in Teacher Education 16%
• Teaching Evaluation 8%
• Dean 8%
• Education Curriculum 8%
• Pedagogy 8%
• Leadership Education 8%
• Ministry of Education 8%
• Program Implementation 8%
• Department of Education 8%
• Mainland China 8%
• Learning Context 8%
• Learning Outcomes 8%
• Program Evaluation 8%
• Resource Allocation 8%
• Educational Stakeholders 8%
• Qualitative Interviews 8%
• School Level 8%
• Focus Group Interviews 8%
• Mixed Methods Research 8%
• Quantitative Survey 8%
• Document Analysis 8%
• Educational System 8%
• Program Planning 8%
• Great Depth 8%
• Plan Implementation 8%
• Support Policies 8%
• Leadership Activity 8%
• Political Control 8%
• Vice 8%
• Senior Management 8%
• Contextual Background 8%
• Central Government 8%
• Course Content 8%
• Plan Evaluation 8%
• Teaching Reflection 8%
• Overpressure 8%
• Academic Credit 8%
• Management Strategy 8%
• Open Source Code 8%
• System Requirements 8%
• Leadership Support 8%
• Valid Data 8%
• Information Technology Application 8%
• Meaningful Learning 8%
• Credit Management 8%
• Self-assessed 8%
• Curriculum Structure 8%
• Policy Planning 8%
• Curriculum Management System 8%
• Program Management 8%
• Higher Education in China 8%
• Leadership Effects 8%
• University Level 8%
• Program Level 8%
• Vice President 8%
• Axial Coding 8%
• Teacher Self 8%
• Course Objectives 8%
• Course Coordinator 8%
• Policy Resources 8%
• Information Demand 8%
• Program Improvement 8%
• Interactive Roles 8%
• Preservice Teacher Learning 8%
• Leadership System 8%
• Effective Programs 8%
• Methodological Limitations 8%
• Policy Formulation 8%
• Statistical Methods 8%
• Course Level 8%

Social Sciences

• Chinese 100%
• Pre-Service Teacher 100%
• Competency in Education 100%
• Information and Communication Technologies 100%
• Education Program 69%
• Technological Pedagogical Content Knowledge 30%
• Government Educational Bodies 15%
• Conceptual Framework 7%
• Learning Context 7%
• China 7%
• Mainland China 7%
• SPSS Statistics 7%
• Focus Group 7%
• Learning Outcome 7%
• Qualitative Interview 7%
• Teacher Learning 7%
• Curriculum 7%
• Research Approach 7%
• Implementation Planning 7%
• Resource Allocation 7%
• Statistics 7%
• Political Control 7%
• Program Management 7%