Pre-service teachers’ ICT capacities are influenced by many variables, such as curriculum, objectives, pedagogical activities, participants, socio-cultural contexts, learning environment and level of learners (Kennewell, 2001; Lim & Tay 2003; Lim & Khine, 2006; McFarlane, 2000; Zhao & Frank, 2003). In particular, teacher education program is vital in preparing qualified teachers during their apprenticeship phase (Northcote & Lim, 2009). This study investigated the effects of teacher education program on building up pre-service teachers’ ICT competencies. The study was located in Guangxi Normal University, a mid-sized provincial normal university in China. Two subject-based teacher education programs were sampled as two case studies for comparison and contrast. The study employed the sequential mixed-method approach. Data mainly came from (1) documentation on program syllabus and course outlines, (2) a survey that examined pre-service teachers’ perception in terms of their technological, pedagogical, and content knowledge (TPACK), and (3) semi-structured interviews with curriculum leaders on curriculum planning and implementation. The survey participants were all the senior pre-service teachers who had already completed the required courses and practicum in these two programs. The questionnaire was validated through factor analysis and reported internal consistency reliability in Chai et al.’s study (2013). Findings reveal that program differences may produce differentiated effects on pre-service teachers’ perception of TPACK development. Some challenges may be present globally in teacher education program are also identified. In addition, considering current development of Chinese higher education, the implications for teacher education program improvement are discussed.
|Publication status||Published - Apr 2014|