Pre-service teachers’ preparedness for Fourth Industrial Revolution teaching and learning

Abstract

In my experience of working at a Higher Education Institution, some pre-service teachers have been found to have a rudimentary understanding of the Fourth Industrial Revolution and its impact on education. Thus, the main aim of this study was to explore the preparedness of a sampled group of pre-service teachers at a HEI to teach adequately in the 4iR classroom. The study also looked at what knowledge these pre-service teachers had, and the extent of their knowledge, about the 4iR, what they perceived to be the foundational requirements to teach effectively in the 4iR classroom, and what their perceptions were of what constitutes comprehensive preparedness to integrate ICT tools in the 4iR classroom. This research study used a qualitative research design to ascertain the level of preparedness of pre-service teachers to use ICT tools for 4iR teaching and learning. The researcher employed two data collection methods, namely, participant observations and focus group interviews. Ten micro-lessons were observed, and three focus group interviews were conducted with two groups of seven participants (n=14) and one group of eight participants (n=8) of this study. The Technological Pedagogical and Content Knowledge (TPACK) framework was used to guide the research study in a process of creating themes and analysing the data collected. Participants reported on various aspects that they found hindered the successful implementation of ICT tools in the 4iR classroom. These included ICT school culture, inadequate computer infrastructure, and the need for the teacher education curriculum to be attuned to the 4iR for teaching and learning. It was clear from the findings that these pre-service teachers participating in this study had a rudimentary understanding of the 4iR and its impact on education. The findings also indicated that, while these pre-service teachers possessed a theoretical understanding of ICT tools, they lacked the practical skills to implement them for teaching purposes. This conceptualisation was found to directly impact the pre-service teacher study participants’ TPACK knowledge domains. The findings thus indicated the need for the teacher education curriculum to address pre-service teachers' TPACK knowledge domains.