Integration and Management of Technologies Through Practicum Experiences: A Review in Preservice Teacher Education (2010-2020)

Oct 15, 2026

Uploaded by nayy☆

The presence and use of technologies in educational settings is steadily expanding, requiring initial teacher education to prepare future teachers for technological implementation from both practical and pedagogical perspectives. This paper reviews how initial teacher education addresses technologies for early childhood and primary education preservice teachers during practicum experiences, using a bibliometric and thematic review across 2010–2020 in WoS, Scopus, PsycInfo, and ERIC.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

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Abstract

Introduction

Purpose

Integration and Management of Technologies Through Practicum Experiences: A Review in Preservice Teacher Education (2010-2020) Irene García-Lázaro Department of Communication and Education, Faculty of Social and Human Sciences, Universidad Loyola Andalucía, Seville, Spain Department of Research Methods and Diagnosis in Education, Faculty of Education Sciences, University of Seville, Seville, Spain ORCID: 0000-0001-9818-6170 Jesús Conde-Jiménez Department of Educational Theory and History and Social Pedagogy, Faculty of Education Sciences, University of Seville, Seville, Spain ORCID: 0000-0002-4471-5089 María Pilar Colás-Bravo Department of Research Methods and Diagnosis in Education, Faculty of Education Sciences, University of Seville, Seville, Spain ORCID: 0000-0003-3000-075X Received: 11 Nov 2021 Accepted: 29 Dec 2021 Abstract The presence and use of technologies in educational settings is constantly increasing. Therefore, initial teacher education needs to prepare future teachers to deal with this technological implementation from both practical and pedagogical perspectives. This paper examines the treatment of technologies that initial teacher education offers to early childhood education and primary education preservice teachers facing their practicum experiences. A bibliometric and thematic review during the 2010-2020 period is conducted in WoS, Scopus, PsycInfo, and ERIC databases. An analysis of co-occurrence of terms and the creation of bibliometric maps are considered. The thematic analysis follows an inductive approach. Three big areas are addressed through this approximation: consideration of technologies before practicum, the use of technologies at the schools, and the study of preservice teacher’s personal variables. Findings show the importance of working with technological preparation of university supervisors and cooperating teachers when teacher candidates do their practicum. In this proposal, to consider the self-efficacy and technological, pedagogical and content knowledge model of preservice teachers is encouraged. Conclusions underline the importance of teaching and strengthening pedagogical and reflective experiences during the practicum. Limitations are considered. Keywords: initial teacher education, bibliometric review, practicum, TPACK, educational technologies, teaching practices INTRODUCTION The presence of technologies in the teacher training continues being an essential topic as they have become subjects into the university curriculum; it is also an axis in teacher competency frameworks such as the European DIGCOMPEDU (Caena & Redecker, 2019; Reisoglu & Cebi, 2020) . During the initial teacher education (ITE), teacher candidates interact with technological tools created to help their professional performance. However, technologies are not only objects; future teachers must develop abilities, attitudesand Technological, Pedagogical and Content Knowledge (TPACK) through their academic training to create successful learning paths for their students (Cabero-Almenara & Martínez, 2019; Mishra & Koehler, 2006; Starkey, 2020) . We need to consider children’ interactions with technology in their daily routine to teach preservice teachers (PTs) pedagogical uses of technologies. Regarding practicum experiences, the increase of technologies in early childhood and primary education classrooms allows PTs to manage devices and tools while helping children to reach learning outcomes (Area-Moreira et al., 2016) . Technologies are transversal components for the ITE (United Nations Educational, Scientific and Cultural Organization, 2016), thus, the responsibility toward learning about technologies’ management in practicum settings starts from university supervisors (USs) and cooperating teachers (CTs) . They become pivotal agents to confront a possible blended learning and to guide and encourage teacher candidates to use technologies in their teaching (Sola‐Martínez et

FAQs

What is the main aim of the study regarding technologies and practicum experiences?

The study aims to examine the perceptions and treatment of technologies made through initial teacher education toward practicum experiences, considering how university supervisors and cooperating teachers contribute to technology-related training.

Which databases and methods are used in the 2010–2020 review?

The review covers 2010–2020 and uses a bibliometric and thematic analysis in WoS, Scopus, PsycInfo, and ERIC, including term co-occurrence analysis and bibliometric map creation, along with inductive thematic analysis.

What three big areas does the thematic approximation address?

It addresses technologies before practicum, the use of technologies in schools during practicum, and the study of preservice teachers’ personal variables related to their engagement and perceptions.

Oct 15, 2026

Uploaded by nayy☆