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Peer technical support in preservice teacher education: A mixed methods social network analysis and phenomenological study to understand relative expertise

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Abstract

This study investigated preservice teachers’ experiences of hel** peers with technical support. Considering college-aged students prefer to seek help from relative experts rather than instructors, the rationale for the study was to contribute to the literature on relative expertise by exploring how preservice teachers supported peers. A mixed methods approach was employed using (1) social network analysis to find and identify the preservice teachers who assisted the greatest number of peers and (2) phenomenological interviewing and thematic analysis to understand how they helped their peers with technical support. Findings show that prior to serving as a relative expert around technical support, a preservice teacher explores tools and becomes comfortable with offering support. Findings also show how relative experts are approached by peers, how they offer support, and what changes they exhibit in confidence and comfort as a result of offering support. The findings in this study could be leveraged by teacher education programs to increase outcomes related to technology use and relative expertise. Implications and future research directions are noted including the potential value of peer technical support to help preservice teachers more easily transition to inservice teaching.

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The data that support the findings of this study are available from the corresponding author upon reasonable request.

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Acknowledgements

This material is based upon work supported by the U.S. National Science Foundation (NSF). Any opinion, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the NSF.

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  1. U.S. National Science Foundation, 2415 Eisenhower Avenue, Alexandria, VA, 22314, USA

    Michael M. Rook

  2. The Pennsylvania State University, 314F Keller Building, University Park, PA, 16802, USA

    Simon R. Hooper

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Rook, M.M., Hooper, S.R. Peer technical support in preservice teacher education: A mixed methods social network analysis and phenomenological study to understand relative expertise. Education Tech Research Dev (2024). https://doi.org/10.1007/s11423-024-10368-8

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