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<p>This transcendental phenomenological study explored how four first-year teachers experienced the transition from preservice to in-service teaching while implementing technology-enabled learning (TEL). Drawing on Ajzen's Theory of Planned Behavior (TPB) as a sensitizing framework, data were collected through interviews, observations, and teaching artifacts during participants' student teaching and first year of teaching. Findings revealed that while participants' thinking about TEL shifted from idealistic to realistic as responsibilities increased, their commitment to TEL for equitable, student-centered instruction remained steadfast. Despite facing barriers including infrastructure challenges and unsupportive administrators, participants leveraged high self-efficacy, self-regulation strategies, and peer support through an informal community of practice to sustain their TEL practices. The essence of their experience highlighted how affective factors, particularly self-efficacy and equity-focused motivation, outweighed external barriers. This study addresses gaps in understanding novice teachers' TEL use and suggests teacher preparation programs should intentionally cultivate communities of practice and TEL self-efficacy to support successful transitions into teaching.</p>

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Beyond Good Intentions: A Phenomenological Exploration of Novice Teachers' Technology-enabled Learning Practices

  • 期刊论文

  • 发表日期：

    2026年5月26日

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  • Jessica Herring Watson,
  • Donna Wake,
  • Ayanna Perkins,
  • Amanda Rockinson-Szapkiw

摘要

This transcendental phenomenological study explored how four first-year teachers experienced the transition from preservice to in-service teaching while implementing technology-enabled learning (TEL). Drawing on Ajzen's Theory of Planned Behavior (TPB) as a sensitizing framework, data were collected through interviews, observations, and teaching artifacts during participants' student teaching and first year of teaching. Findings revealed that while participants' thinking about TEL shifted from idealistic to realistic as responsibilities increased, their commitment to TEL for equitable, student-centered instruction remained steadfast. Despite facing barriers including infrastructure challenges and unsupportive administrators, participants leveraged high self-efficacy, self-regulation strategies, and peer support through an informal community of practice to sustain their TEL practices. The essence of their experience highlighted how affective factors, particularly self-efficacy and equity-focused motivation, outweighed external barriers. This study addresses gaps in understanding novice teachers' TEL use and suggests teacher preparation programs should intentionally cultivate communities of practice and TEL self-efficacy to support successful transitions into teaching.