Student teacher' pedagogical reasoning in TPCK-based design tasks. A multiple case study

Teaching profession has to face rapidly changing demands with a sophisticated set of competences, which today more than ever include digital ones. Technology figures as active agent in shaping educational practices, but notwithstanding the now wide access to these tools, that did not translate in the hoped learning improvements, as extensively reported in literature. Pivotal seems understanding how educators give meaning to technology integration in their practices, i.e. investigate teachers’ professional pedagogical reasoning. The paper reports on a wider research on the capability of initial teacher education (ITE) programmes to engage student-teachers’ pedagogical reasoning (STPR) when performing technology-integrated design tasks. In the form of a multiple case study across Europe it included multiple instruments for data collection, here reporting on focused interviews (Ntot 36), participant observation and document analysis. Preliminary findings suggest an activation of STPR whose roots might find place outside the ITE influence, encouraging further research