Student Teachers' Perception and Practice of the Teachers' Role When Teaching with Computers

Abstract

This study investigated the student teachers' perception and practice of the teacher's role teaching with computers. The teacher's role was measured as teacher-centeredness and student-centeredness. The result of the study showed that there was no significant difference between the student teacher's perception of teacher-centered roles and their perception of student-centered roles. The student teachers perceived that they would likely engage teacher-centered activities and student-centered activities on an equal basis while teaching in classrooms with computers. Nevertheless, the further test of the study showed that there was a significant difference between the student teachers' teacher-centered computer use and the student-centered computer use during the practicum. The student teachers used the computer significantly more as a teacher-centered tool than a student-centered tool.