Pre-service science teachers’ perceptions about their technology integration experiences in the science education program: Does willingness to choose the program matter?

Abstract

The integration of information and communication technologies (ICT) in the training of pre-service science teachers has an essential place in the literature and promises meaningful outcomes. Therefore, it has become essential to define the connotations of undergraduate training experience for pre-service science teachers that will encourage them to integrate ICT materials into their practices. Based on this need, the Synthesis of Qualitative Evidence (SQD) model, which identifies the components that are expected to include a functional ICT integration to teacher training programs with a holistic approach, has been proposed (Tondeur et al., 2012). In order to facilitate the ICT integration in teacher training practices, it is feasible to ensure the utilization of the components of the SQD framework within the scope of pre-service science teacher training programs. However, the feasibility of ICT integration in the teacher training practices is not merely institution-laden but also depends on the perceptions of the pre-service teachers (İnel et al., 2011). Moreover, the perceptions of the pre-service teachers were indicated to be influenced by both before the enrolment and the experiences cultivated during their undergraduate training (Öztürk & Yıldırım, 2014). One of the influencing perceptions of the pre-service teacher candidates before enrolling in university is their willingness to choose their undergraduate programs Indeed, preliminary perceptions of pre-service teachers towards their programs are suggested to influence their attitudes towards teaching (Atalmış & Köse, 2018). More specifically, it was demonstrated that the willingness to choose the program has the potential to facilitate teacher candidates’ attitudes towards the act of teaching as well as pedagogyorientated courses (Beşoluk & Horzum, 2011). However, the relationship between the perceptions towards ICT integration during pre-service training and intrinsic standings of the teacher candidates is a rather under-tackled area in the literature (Hacıömeroğlu & Şahin-Taşkın, 2010). Hence, the scarcity of research that investigates the effect of willingness to choose the program on the ICT integration experiences of pre-service science teachers during their training is the central rationale of this study. The findings of the study will shed light on if the willingness to choose the program is influential in the perceptions of senior pre-service science teachers regarding ICT integration experiences