Abstract
With the plethora of digital tools available, language teachers must be ready to discover, evaluate and implement technology effectively, but teachers continue to feel underprepared. Drawing on sociocultural theory to conceptualize strategic mediation, this qualitative study examines how one teacher educator supported PSTs' development during coursework, especially learning about technology. Data from interviews and course observations of 12 PSTs and their teacher educator revealed that the most effective learning experiences incorporated peer mediation and planned scaffolds for PSTs’ individual needs. This study has important implications for how teacher educators facilitate PST learning and provides suggestions for avoiding “check-the-box” types of assignments.
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