This qualitative, embedded single case study provides a rich description exploring the evolution of preservice teachers’ intention to use and actual use of technology-enabled learning (TEL) during student teaching. The study followed four middle-level education majors at a mid-size public teaching university in the southeastern United States during their student teaching experience (spring 2021). Ajzen’s Theory of Planned Behavior (TPB) guided this qualitative inquiry. Interviews, observations, and analysis of teaching artifacts (e.g., lesson plans, lesson reflections, and TEL artifacts) were conducted to support data triangulation. In addition to applying theory-based qualitative codes to the data, open coding was conducted to identify themes across the body of evidence. Findings extended previous TPB research regarding preservice teachers’ intention to use TEL in application use cases and yield practical implications for teacher educators seeking to increase TEL intention and use in preservice teacher populations.

中文翻译：

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从意图到行动：职前教师如何在学生教学中使用技术支持的学习


这个定性的、嵌入式的单一案例研究提供了丰富的描述，探索了职前教师在学生教学过程中使用技术支持学习（TEL）的意图和实际使用的演变。该研究跟踪了美国东南部一所中型公立教学大学的四名中等教育专业学生的学生教学经历（2021 年春季）。 Ajzen 的计划行为理论 (TPB) 指导了这一定性调查。对教学工件（例如，课程计划、课程反思和 TEL 工件）进行访谈、观察和分析，以支持数据三角测量。除了将基于理论的定性代码应用于数据之外，还进行了开放编码来识别整个证据中的主题。研究结果扩展了 TPB 之前关于职前教师在应用用例中使用 TEL 的意图的研究，并对寻求提高职前教师群体中 TEL 意图和使用的教师教育工作者产生了实际意义。