Figg, C., & Jaipal-Jamani, K. (2020). Technology teacher educators: The role of self-study in supporting digital age technology teacher education. In A. R. Crowe (Ed.), International handbook of self-study of teaching and teacher education practices (2nd ed., pp. 985-1019). Springer Singapore. https://doi.org/10.1007/978-981-13-6880-6_33

Abstract:

“Technology teacher educators – those teacher educators who teach courses in teacher education programs focused on the pedagogy of how to teach with technology – are a small community, with a teacher education program counting itself privileged if they have one technology teacher educator on faculty offering stand-alone technology pedagogy courses. However, technology teacher educators have knowledge that is essential for shaping the digital landscape and promoting technology-enhanced teaching in both preservice teachers and fellow teacher educators. The purpose of this chapter is to provide a description of how research, specifically self-study research, informs our current understanding of the problems of practice of technology teacher educators. As well, it is within the scope of this chapter to identify any gaps in self-study research that could contribute to our understanding of how technology teacher educators not only promote the knowledge about how to teach with technology but illuminate those problems of practice for technology teacher educators that are distinctly different from the examples in the self-study literature of how teacher educators build their own knowledge about how to teach with technology. Therefore, the chapter will present a review of the literature that describes best practices for building knowledge for teaching with technology appropriate for preservice teaching and illuminates the problems of practice experienced by technology teacher educators, with examples of teacher educators and their experiences. New directions for self-study research to support technology teacher educators so their stories are shared are also discussed.”