Benson, T. K. (2012). A post-intentional phenomenological case study of pedagogical awareness of technology integration into secondary science teaching (Publication No. 3540869) [Doctoral dissertation, University of Minnesota]. ProQuest Dissertations & Theses Global.

Abstract:

“Pre-service teachers continue to matriculate through content and methods courses without sufficient attention to how these disciplines merge in the practice of teaching with technology. Consequently, a disconnect exists between learning what to teach and the act of teaching with technology. In order to develop this proficiency, Niess (2005) and others (Beck and Wynn, 1998; Becker, 2001; Duhaney, 2001; Flick and Bell, 2000) suggest investigating the pedagogical decisions that teachers make and how technology integration must inform those decisions. Using Vagle’s (2010) post-intentional phenomenological approach, this study examined the practice of two pre-service science teachers and the tentative manifestations of their pedagogical awareness of technology integration in secondary science student teaching. This study investigated the what, how and why surrounding the pedagogical decisions with technology and how these pre-service teachers came to understand the impacts to their teaching. Additionally, this study examined the challenges that existed in identifying the participants’ pedagogical awareness of technology integration into teaching. Utilizing Mishra & Koehler’s (2006) framework of technological pedagogical content knowledge (TCPK), the participants provided insight into their perception of how their TPCK changed throughout student teaching through observed lessons, interviews and the reflexive phenomenological practice of bridling. Single-case and cross-case analysis indicated that the participants perceived a deeper understanding in their TPCK, greater student engagement through student-centered technology integration and greater comfort levels with technology integration in their teaching. This study also indicated existent challenges in how pre-service teachers decipher their own pedagogical awareness from that of their cooperating teachers. These results have implications for science teacher preparation, cooperating teachers and student teaching supervisors as these constituents conglomerate into more effective science teacher preparation. Situating pre-service teachers in the reflexive practice of bridling provides both time and space to investigate their pedagogical understandings that inform the practice of teaching.”