Pre-service teachers’ technology competences: do teacher training strategies matter?

Teacher training institutions use different strategies to develop future teachers’ technology competences. However, it remains unclear which of these strategies are related to pre-service teachers’ technology competences. Consequently, the main aim of this study is to identify which strategies of the SQD-model are related to pre-service teachers competence to help students to use technology in the class and to design a technology-rich learning environment. A survey was administered to 931 final-year pre-service teachers in Flanders (Dutch-speaking part of Belgium). The results of the multivariate regression analysis with a multilevel design indicate that especially the strategies ‘reflecting on technology’, ‘collaboration with peers’ and ‘scaffolding authentic technology experiences’ help pre-service teachers to develop better competences to integrate technology in the class.