Australian Journal of Teacher Education
Abstract
Teacher shortages and increasing accountability measures have placed pressure on initial teacher education (ITE) programs to demonstrate their impact on graduate readiness. This study aimed to explore how technology can support explicit teaching and learning of educator skills and knowledge within a constructivist blended learning framework. Using an interpretative phenomenological analysis (IPA) approach, the research examined preservice teachers’ (PSTs) perceptions and experiences during and after completing an ITE secondary music methods unit where the approach was implemented and modelled. Results indicate that making pedagogy visible through technology enhanced strategies provided PSTs with opportunities to develop critical skills and knowledge aligned with contemporary teaching demands. These findings suggest that integrating technology to support explicit pedagogical practices can enhance PST preparedness, offering a potential strategy to address challenges in teacher education and workforce readiness.
Was this research funded?
No, research was not funded
Recommended Citation
Crawford, R. (2026). Exploring Technology Supporting Explicit Teaching and Learning of Educator Skills and Knowledge: An IPA Study. Australian Journal of Teacher Education, 51(1). https://doi.org/10.14221/1835-517X.6815