Field observations’ impact on preservice teachers’ perceptions of effective teaching with technology: a person-centred investigation

Abstract

ABSTRACT To explore the impact of field experiences on prospective preservice teachers, this study examined their perceptions of their cooperating teachers’ teaching efficacy and technology use. Using latent profile analysis and multinomial logistic regression, the authors applied a person-centred approach to determine if profiles existed. Results showed that prospective preservice teachers classified their cooperating teachers into four profiles: Meaningful Learning Experts, Low Non-Users, Chaotic Users and Skilled Traditional users of technology. Results from regression analysis were mixed and largely nonsignificant, though prospective preservice teachers with a desired certification level of grades 4–9 were significantly more likely to rate their cooperating teachers as Chaotic Users than prospective preservice teachers with a desired certification of K–3. Also, those with higher intentions to use technology in meaningful ways were significantly more likely to rate their cooperating teachers as Chaotic Users than those with lower intentions to use technology in meaningful ways.