Abstract

This chapter examines the technology integration practices of pre-service teachers and their pedagogical awareness development. The research study utilizes TPACK as a framework, phenomenological approach, and purposive sampling to select four pre-service teachers of the Computer Application and Technology (CAT) subject. The goal was to examine the process by which these pre-service teachers were able to build pedagogical understanding as they incorporated technology during the teaching practicum. Data was gathered through lesson observations, interviews, and focus group discussions. The results revealed that the participants developed a more profound comprehension of their technological pedagogical content knowledge and implemented student-centered technology integration in teaching, leading to increased student engagement. The study recommends that pre-service teachers engage in reflective practice, allowing them to dedicate time and space to examine their own pedagogical understanding and use it to enhance their technology integration in teaching practices.

Original language	en
Pages (from-to)	93-109
Publication status	Published - 2024