MARC details
| 000 -LEADER |
|---|
| fixed length control field |
01923nam a22002417a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
ZW-GwMSU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20210505092554.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
210505b |||||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
MSU |
| Transcribing agency |
MSU |
| Description conventions |
rda |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Chigona Agnes |
| Relator term |
author |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Pedagogical shift in the 21st century:Preparing teachers to teach with new technologies/ |
| Statement of responsibility, etc. |
Created by Chigona Agnes |
| 264 ## - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
Pretoria; |
| Name of producer, publisher, distributor, manufacturer |
Unisa Press and Routledge, |
| Date of production, publication, distribution, manufacture, or copyright notice |
2015. |
| 336 ## - CONTENT TYPE |
|---|
| Source |
rdacontent |
| Content type term |
text |
| Content type code |
txt |
| 337 ## - MEDIA TYPE |
|---|
| Source |
rdamedia |
| Media type term |
unmediated |
| Media type code |
n |
| 338 ## - CARRIER TYPE |
|---|
| Source |
rdacarrier |
| Carrier type term |
volume |
| Carrier type code |
nc |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Africa education review |
| Volume/sequential designation |
Volume 12 , number 3 , |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
The expectation in education today is that pre-service teachers should graduate from teacher education adequately prepared to teach with Information Communication Technologies (ICTs) that have potential to enhance curriculum delivery, hence improving quality of education. However, research shows that pre-service teachers are graduating from teacher education underequipped to teach with ICTs. The aim of this study is to understand why, given the deployment of ICTs for teaching and learning in teacher education, the new teachers remain underprepared to teach with ICTs. Qualitative research approach was employed in this study, whereby randomly selected pre-service teachers were interview respondents. Written reflections on their preparation to teach with ICTs also formed part of the data collected. Technological Pedagogical and Content Knowledge (TPACK) theory was embraced to guide the study. Analysis of the data shows that the main contributing factor of the new teachers’ under-preparedness to teach using ICTs is the quality of instruction they receive during their training.<br/> |
| 650 4# - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Curriculum delivery |
| 650 4# - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Information communication technologies(ICTs) |
| 650 4# - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Intergration |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
https://doi.org/10.1080/18146627.2015.1110912 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Journal Article |