000			01923nam a22002417a 4500
003			ZW-GwMSU
005			20210505092554.0
008			210505b |||||||| |||| 00| 0 eng d
040			_aMSU _cMSU _erda
100	1		_aChigona Agnes _eauthor
245	1	0	_aPedagogical shift in the 21st century:Preparing teachers to teach with new technologies/ _cCreated by Chigona Agnes
264			_aPretoria; _bUnisa Press and Routledge, _c2015.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAfrica education review _vVolume 12 , number 3 ,
520			_aThe 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.
650	4		_aCurriculum delivery
650	4		_aInformation communication technologies(ICTs)
650	4		_aIntergration
856			_uhttps://doi.org/10.1080/18146627.2015.1110912
942			_2lcc _cJA
999			_c156957 _d156957