Preparing Intermediate Phase pre-service teachers in an information and communication technology integration course for Education 4.0: A Technological Pedagogical Content Knowledge framework approach

Abstract

Background: This study, informed by the Technological Pedagogical Content Knowledge (TPACK) framework, focused on an information and communication technology (ICT) course aimed at preparing pre-service teachers to effectively integrate technology into their future teaching practices in the Intermediate Phase (IP).
Aim: This study aimed to explore the effect of an ICT integration course on student teachers’ preparedness to incorporate ICT into future teaching practices.
Setting: This study was conducted at a university in Gauteng, South Africa, for a third year undergraduate Bachelor of Education module.
Methods: A basic qualitative design framed by TPACK. Data were generated through course observations, semi-structured and stimulated recall interviews, and document analysis of student assignments, and were analysed using the constant comparative method to code data and to move from categories to themes in ATLAS.ti 25 (Lumivero, LLC, Denver, Colorado and United States).
Results: Four themes emerged. The course: (1) enabled the application of ICT knowledge in pedagogical contexts; (2) created opportunities to enhance ICT skills; (3) supported pre-service teachers in overcoming challenges stemming from limited prior ICT knowledge; and (4) provided practical experience that prepared them to integrate ICT when teaching.
Conclusion: The course prepared third-year pre-service teachers to integrate technology into their teaching by developing ICT skills, pedagogical understanding and confidence through practical experience. Although limited prior exposure and unequal access remain, the course equips them to meet the demands of Education 4.0.
Contribution: The study informs how initial teacher education programmes can better equip pre-service teachers to integrate ICT and support quality education.