Shaping Pre-Service Teachers’ Beliefs on Their Uses of Technology and Teaching Innovations

Abstrakti

This paper explores how pre-service teachers’ beliefs about educational innovation develop during participation in a targeted teacher training course. Building on the Technology Acceptance Model, we introduce the Innovation Acceptance Model to better capture the complexity of innovation readiness in education, including affective and experiential dimensions. Using a mixed-methods approach, data were collected over three consecutive course cycles through questionnaires, interviews, and observations. The course was designed using the Hothousing method, enabling participants to engage directly with innovative teaching practices. Results indicate a positive shift in participants’ perceived usefulness and ease of implementation of educational innovations, as well as increased confidence and motivation. These findings support the applicability of IAM and highlight the value of hands-on, collaborative learning environments for fostering belief change in teacher education.