Student teachers' changing and enduring perceptions on teacher' knowledge

Abstract

This article investigates how technology becomes part of a teacher's overall pedagogical content knowledge across the curriculum. It is shown that though previous technology knowledge predisposes student teachers to more favourable perceptions of technology as part of what good teachers should know, an enhancement in the frequency of use of technology does not always lead to revision of the one's conceptions of the role of a teacher. An enhancement in the perception of the command of ICT significantly favours the inclusion of technology as a component of good teachers' knowledge. It is argued that student teachers' educators should explicitly guide student teachers in the revision of their perceptions of what a good teacher knows and does so student teachers develop a technology pedagogical content knowledge framework.