Enhancing Cultural and Linguistic Competencies in Pre-Service Teachers through Technology-Integrated Learning: A Comparative Study
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| Title: | Enhancing Cultural and Linguistic Competencies in Pre-Service Teachers through Technology-Integrated Learning: A Comparative Study |
|---|---|
| Language: | English |
| Authors: | Banu Abdraimova (ORCID |
| Source: | Interchange: A Quarterly Review of Education. 2025 56(2):113-132. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Preservice Teacher Education, Cultural Awareness, Linguistic Competence, Technology Integration, Pedagogical Content Knowledge, Technological Literacy, Models, Curriculum Design, Cultural Pluralism, Language Skills, Technology Uses in Education, Teacher Education Programs |
| DOI: | 10.1007/s10780-025-09538-1 |
| ISSN: | 0826-4805 1573-1790 |
| Abstract: | This study examined how technology integration in teacher training programs affects cultural and linguistic competency development among pre-service instructors. Based on the Cultural Competence Theory and the Technological Pedagogical Content Knowledge TPACK model, this research utilized a systematic literature review approach to integrate results from recent studies. The examination is based on research philosophy and a qualitative approach that can reveal how much technology has been integrated into the curriculum design, thereby enabling the development of an understanding of cultural diversity and linguistic skills. The study is a thematic analysis of eight peer-reviewed articles examining different levels of technology use, the efficacy in facilitating cultural and linguistic understanding, and challenges in the Implementation of Technology within teacher education programmes. The findings suggest the transformative power of technology in teacher training indicating that systematic approaches to integration and customized interventions need to be used. Information on developing educational technologies that promote cultural and linguistic capabilities in pre-service teachers, technologically advanced classrooms. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1471534 |
| Database: | ERIC |
| Abstract: | This study examined how technology integration in teacher training programs affects cultural and linguistic competency development among pre-service instructors. Based on the Cultural Competence Theory and the Technological Pedagogical Content Knowledge TPACK model, this research utilized a systematic literature review approach to integrate results from recent studies. The examination is based on research philosophy and a qualitative approach that can reveal how much technology has been integrated into the curriculum design, thereby enabling the development of an understanding of cultural diversity and linguistic skills. The study is a thematic analysis of eight peer-reviewed articles examining different levels of technology use, the efficacy in facilitating cultural and linguistic understanding, and challenges in the Implementation of Technology within teacher education programmes. The findings suggest the transformative power of technology in teacher training indicating that systematic approaches to integration and customized interventions need to be used. Information on developing educational technologies that promote cultural and linguistic capabilities in pre-service teachers, technologically advanced classrooms. |
|---|---|
| ISSN: | 0826-4805 1573-1790 |
| DOI: | 10.1007/s10780-025-09538-1 |
