Teacher Educators’ Pedagogical Beliefs and Practices towards ICT in Teaching and Learning

Abstract

This study investigates uses of ICT as reflected in teacher educators’ beliefs and practices. The research is situated in Malaysia where ICT in education has still not reached the desired expectation. Based on the argument that teacher educators’ limited use of technology in teaching and learning can be explained by the lack of beliefs towards ICT, understanding their rationales and behaviours is important for a successful implementation of an ICT initiative. Interviews were used to solicit information from nine teacher educators from a teacher training institute. Four foci emerged across the findings in terms of beliefs that guided their practices. Analysis of the findings resulted in a development of a typology explaining the relationship between beliefs and practices among the teacher educators.