International Chinese Student Teachers’ Professional Development and ICT Integration

Abstract

ICT can be used to improve international Chinese student teachers’ professional development only when they integrate ICT into their future teaching and learning practices. The available research has mainly focused on those student teachers how to develop their language and culture. The present study centers on the impact of International Chinese student teachers’ gender, web use. For this purpose, a survey was set up involving student teachers from Beijing Normal University (N=102). Results show that ICT integration significantly correlates with all teacher related variables. Implications for teacher education and further research are discussed.