Coursework, field experiences, and the technology beliefs and practices of preservice teachers

Studies of technology in teacher education programs have rarely investigated how both coursework and field experiences impacted the beliefs and technology integration behaviors of preservice teachers. To address this gap, this study utilized online surveys administered to student teachers across ten different institutions to determine how the prevalence of technological pedagogical content knowledge (TPACK) in their field observations and the teacher educator technology competencies (TETCs) in their university coursework predicted preservice teachers' beliefs and teaching behaviors with technology. Analyses with structural equation modeling indicated that preservice teachers’ interest in technology and beliefs in its utility predicted their TPACK application. Additionally, their self-efficacy to improve student learning with technology predicted their value beliefs and their TPACK application. While TETC prevalence in university coursework directly predicted their self-efficacy and teaching behaviors, the prevalence of TPACK in their field placements did not predict beliefs but were associated with TPACK application.