Early experience of ICT integration in teaching: Exploring the perceptions of the roles of cooperating teacher

• Main Authors: Nordin, Hasniza, Sailin, Siti Nazuar
• Format: Conference or Workshop Item
• Language: English
• Published: 2015
• Subjects: L Education (General); T Technology (General)
• Online Access: http://repo.uum.edu.my/16080/1/2.pdf; http://repo.uum.edu.my/16080/; http://rmc.kuis.edu.my/irmic/e-proceedings/e-proceeding-irmic-2015/
• Institution: Universiti Utara Malaysia

The use of ICT has become a priority in education with the huge investment placed on initiatives related to ICT.Many studies has also highlighted the importance of field experience in teacher education program to integrate ICT effectively in the classroom.Support from the cooperating teacher has the most significant influence on the development of pre-service teachers during field experience.However, the level of support given varied from the roles expected.This study focuses on the roles of the cooperating teacher as perceived by the pre-service teachers and the cooperating teachers themselves.A case study with embedded cases of seven pre-service teachers and six cooperating teachers at three secondary schools was employed using interviews for data collection.The findings of this study confirmed the different levels of support given to the pre-service teachers with regard to their use of ICT during field experience.Results indicated that both pre-service teachers and cooperating teachers have identified specific roles that each must engage in to strengthen their relationship.These roles include having the cooperating teacher as a role model, evaluator, mentor and peer to the pre service teachers.This study was limited in that it was designed as a case study, and thus, limits the generalizability of the findings to other contexts.Therefore, further research into the practice of a larger sample of Malaysian pre service teachers and cooperating teachers may reveal variations of practice as well as enabling greater confirmation and generalisation of these findings.Although the cooperating teachers in general, do not use the ICT in their teaching, it is recommended that they support and give the opportunity to the pre-service teachers to enhance their ICT knowledge and skill.Teachers also need to be aware and clear about their responsibilities before, during and after the supervision period. To establish this, more training in supervising the pre-service teachers which includes the use of ICT in teaching should be organised.