| Title: |
Peer Technical Support in Preservice Teacher Education: A Mixed Methods Social Network Analysis and Phenomenological Study to Understand Relative Expertise |
| Language: |
English |
| Authors: |
Michael M. Rook (ORCID 0000-0002-2624-9694); Simon R. Hooper |
| Source: |
Educational Technology Research and Development. 2024 72(4):2065-2081. |
| Availability: |
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: |
Y |
| Page Count: |
17 |
| Publication Date: |
2024 |
| Sponsoring Agency: |
National Science Foundation (NSF) |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Preservice Teacher Education; Preservice Teachers; Peer Relationship; Technical Support; Expertise; Helping Relationship |
| DOI: |
10.1007/s11423-024-10368-8 |
| ISSN: |
1042-1629; 1556-6501 |
| Abstract: |
This study investigated preservice teachers' experiences of helping peers with technical support. Considering college-aged students prefer to seek help from relative experts rather than instructors, the rationale for the study was to contribute to the literature on relative expertise by exploring how preservice teachers supported peers. A mixed methods approach was employed using (1) social network analysis to find and identify the preservice teachers who assisted the greatest number of peers and (2) phenomenological interviewing and thematic analysis to understand how they helped their peers with technical support. Findings show that prior to serving as a relative expert around technical support, a preservice teacher explores tools and becomes comfortable with offering support. Findings also show how relative experts are approached by peers, how they offer support, and what changes they exhibit in confidence and comfort as a result of offering support. The findings in this study could be leveraged by teacher education programs to increase outcomes related to technology use and relative expertise. Implications and future research directions are noted including the potential value of peer technical support to help preservice teachers more easily transition to inservice teaching. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1439619 |
| Database: |
ERIC |