Exploring Technology Supporting Explicit Teaching and Learning of Educator Skills and Knowledge: An IPA Study
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| Title: | Exploring Technology Supporting Explicit Teaching and Learning of Educator Skills and Knowledge: An IPA Study |
|---|---|
| Language: | English |
| Authors: | Renée Crawford |
| Source: | Australian Journal of Teacher Education. 2026 51(1):16-37. |
| Availability: | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Secondary Education |
| Descriptors: | Direct Instruction, Technology Uses in Education, Preservice Teacher Education, Blended Learning, Constructivism (Learning), Preservice Teachers, Student Attitudes, Student Experience, Music Education, Secondary Education, Teaching Skills, Foreign Countries, Creative Thinking, Critical Thinking, Problem Solving, Adjustment (to Environment) |
| Geographic Terms: | Australia |
| ISSN: | 0313-5373 1835-517X |
| Abstract: | Teacher shortages and increasing accountability measures have placed pressure on initial teacher education (ITE) programs to demonstrate their impact on graduate readiness. This study aimed to explore how technology can support explicit teaching and learning of educator skills and knowledge within a constructivist blended learning framework. Using an interpretative phenomenological analysis (IPA) approach, the research examined preservice teachers' (PSTs) perceptions and experiences during and after completing an ITE secondary music methods unit where the approach was implemented and modelled. Results indicate that making pedagogy visible through technology enhanced strategies provided PSTs with opportunities to develop critical skills and knowledge aligned with contemporary teaching demands. These findings suggest that integrating technology to support explicit pedagogical practices can enhance PST preparedness, offering a potential strategy to address challenges in teacher education and workforce readiness. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500244 |
| Database: | ERIC |
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