This study investigated the effect of scientific method-based pedagogical competence reflection (SMBPCR) to improve teacher professionalism in Bandar Lampung schools, Indonesia. used a quasi-experiment with pretest-posttest experimental designs on three groups teachers carried out over six months. Purposive sampling was recruit 18 as samples criteria: Bachelor Education degree Primary Teacher E...

This article reports on the findings from a technology-enhanced teacher learning project where SETTVEO app (Self Evaluation of Teacher Talk through Video Enhanced Observation) was used to support teachers’ reflective practices and professional development. Participants in were group 40 student teachers (ST) Hong Kong, who took part teaching practicum taught online owing COVID-19 restrictions. T...

The purpose of the paper is to briefly state the case for a revised technological1 teacher education program and describe a conceptual model developed at the Faculty of Education, The University of Western Ontario. The model outlined assumes that a re-thinking of how technological teachers learn to teach is necessary if new ways of teaching are to be fostered. The need has three dimensions. Fir...

ITE programmes have long considered practicum in schools as quintessential for teacher learning (Johnson, 1996; Richards, 1998; Derrick and Dicks, 2005; Imig and Imig, 2006; Darling-Hammond, 2006; Liston et al, 2006; Otero, 2006; Furlong et al, 2008; Black and Plowright, 2010; Melville, Bowen and Passmore, 2011). Richards and Crookes (1988) describe practicum as the ‘major opportunity for the s...

This paper presents the results of a pilot study in which 11 triads comprising pre-service teacher, supervising teacher and university supervisor used video platform for self-reflection provision feedback. Pre-service teachers made recordings one lesson each week during four-week professional experience placement. They annotated videos using time-stamped comments shared them with their supervis...

In 2002, the online journal Contemporary Issues in Technology and Teacher Education republished the seminal paper by Arthur Luehrmann discussing approaches to using computers in schools in the 1970s (Luehrmann, 2002a). Juxtaposed with this republished paper was a reflection on these approaches, 30 years later (Luehrmann, 2002b). His papers considered the categories of computer use in schools id...