Source: Journal of Technology and Teacher Education, Volume 16, Issue 4, October 2008, p. 411-433.
Researchers argue that teachers’ beliefs are the final barrier that prevents technology integration.
To affect change in teacher candidates’ beliefs of technology integration, the authors created a pedagogical laboratory as well as a field experience program that operates within the pedagogical laboratory.
This paper presents a qualitative study of teacher candidates’ field experience in the pedagogical laboratory.
It describes the challenges teacher candidates have encountered and the impact of the experience on their learning and beliefs.
The article also describes the support and resources needed by the candidates as well as the factors that might have contributed to differing experiences and perceptions in the pedagogical laboratory.
Findings from this study may inform the design of similar field experience programs.