Transforming Initial Teacher Education Program with Mobile Technologies. A synthesis of qualitative evidences

Authors

  • Ayubu Ngao Beijing Normal University in China
  • Guoyuan Sang Beijing Normal University
  • Jo Tondeur Vrije Universiteit Brussel
  • Jimmy Ezekiel Kihwele Mzumbe University
  • Jasmin Omary Chunga Beijing Normal University

DOI:

https://doi.org/10.1344/der.2023.43.18-34

Keywords:

mobile technologies, initial teacher education program, transforming, synthesis of qualitative evidence

Abstract

Mobile technologies have increasingly been used in education for enhancing teaching and learning among students. The authors reviewed qualitative studies that focused on approaches towards transforming initial teacher education programs with mobile technologies. With the use of meta-ethnography approach, we compared, contrasted and interpreted the synthesis of qualitative evidences across numerous studies. This review analyzed 13 eligible studies from Web of Science conducted in different countries from 2012 to 2022. The findings were divided into three sections: (1) theme related to conceptions about the use of mobile technologies at micro-level (e.g., perceptions and affordances), (2) themes related to institutional approaches at the meso-level (e.g., professional training, technical supports, motivating and collaborative environment) and (3) theme related to policies and financial supports at the macro-level. Based to these findings, the model for transforming initial teacher education programs with mobile technologies was developed. By intensive discussions of the results, feasible conclusions were derived and future directions for further research on mobile technologies were provided.

Author Biographies

Guoyuan Sang, Beijing Normal University

Dr. Guoyuan Sang is a full Professor in the Institute of Teacher Education Research, Faculty of Education at Beijing Normal University (Center for Teacher Education Research of Beijing Normal University, Key Research Institutes of Humanities and Social Sciences in Universities of Ministry of Education). He is the Chief Specialist of UNESCO-INRULED. He has been listed in the Most Cited Chinese Researchers ranking during 2014-2021.

Jo Tondeur, Vrije Universiteit Brussel

Dr. Jo Tondeur is a Professor at the Vrije Universiteit Brussel (MILO). My research interests are in the field of instructional design and educational innovation. Most of my work focuses on ICT integration in teaching and learning processes. In more recent work, I am especially interested in exploring the interplay between (ICT) innovations and professional development, with a specific focus on behavioral science. Also in this area I investigate themes at the individual level, e.g. educational beliefs, and at school level, e.g. leadership. To present how these themes relate, the SQR-model was developed, focusing on strategies to prepare teachers for ICT integration. 

Jimmy Ezekiel Kihwele, Mzumbe University

Dr Jimmy Ezekiel Kihwele (PhD) is a lecturer in the Department of Education Foundations and Teaching Management at Mzumbe university in Tanzania. Dr Kihwele is interested in research areas related to policies and practices in teacher education

Jasmin Omary Chunga, Beijing Normal University

Jasmin Omary Chunga is a scholar in the field of education who majored in International and Comparative Education. She is a PhD scholar at Beijing Normal University in China. Her research interest related to educational leadership and policies. 

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Published

2023-06-30

Issue

No. 43 (2023): Number 43, June 2023

Section

Peer Review Articles

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