Student Teachers’ Perceptions of Training and Support in their Preparation for Digital Age

Abstract

The study examined student-teacher perceptions and satisfaction with the strategies adopted in their preparedness to use digital  technology as a pedagogical tool. Specifically, the study focused on the strategies included in the Synthesis of Qualitative Evidence (SQD)  model. The study used a quantitative research approach and descriptive-correlational design. Through the self-developed questionnaires,  the data were collected from 462 university student teachers in Tanzania. Data were analysed through descriptive and  inferential statistics. The findings show that teachers as “role models” and “peer collaborations” were the most frequently used strategies in pre-service teacher education for educational technology use. The least well-frequently used strategy was “instructional  design” and “continuous feedback”. Perceived SQD model training strategies were statistically significantly associated with age group  and subject area of specialisation. Finally, gender has a statistically insignificant effect on perceived SQD model training strategies. Based  on the findings, it is recommended that in order to improve student teachers’ training and the ICT integration in teacher education,  learning by design and continuous feedback mechanisms should be strengthened.