Preservice teachers? information and communication technologies integration practices in terms of transformative learning theory

The purpose of this research is to investigate transformations of preservice Information Technology (IT) teachers? micro level information and communication technology (ICT) integration practices in the context of transformative learning theory.In this research, which survey model was used, mixed design, one of the models of combined designs, was used. The research was conducted in the context of teaching practice course given at the department of Computer Education and Instructional Technology in the Education Faculty in Eskişehir Osmangazi University in the 2011-2012 spring semester. Participants of the research were 54 preservice IT teachers, six supervising teachers and two supervising faculty members. Data collection tools used in the research were categorized as main and supporting data collection tools. Main data collection tools were based on transformative learning data collection set. To develop main data collection tools, transformative learning data collection set was adapted for ICT integration practices. Supporting data collection tools were interview forms, developed for supervising teachers and supervising faculty member, and researcher diary. While quantitative data obtained from the research were analyzed with descriptive statistics (frequency, percent), chi square test and Fisher's exact probability test, qualitative data were analyzed by inductive analysis.According to the results obtained from the research, it was seen that while approximately one-third of preservice IT teachers had micro level ICT integration transformation due to the teaching practice course, most of them did not have any transformation due to the teaching practice course. Most of preservice IT teachers who have micro level ICT integration transformation within the scope of teaching practice course took place in the first steps of the transformation. Besides, it was found that critical evaluation, making a new decision, developing self-confidence, being happy and taking positive feedback are within the indicators of preservice IT teachers? micro level ICT integration transformation. It was determined that people like supervising teacher, supervising faculty member, friend from teaching practice course and other branch teachers facilitated preservice IT teachers? micro level ICT integration transformation within the scope of teaching practice course. As well as transformation facilitators, it was found that class activities like preservice IT teachers? instructing, observing their supervising teacher?s instructing, writing lesson observation report, questioning themselves and using ICT tools facilitated transformation. It was concluded that some failing aspects of practicing school and teaching practice course, some deficiencies of preservice IT teacher, supervising teacher and supervising faculty member were within the hindering factors of micro level ICT integration transformation within the scope of teaching practice course. It was concluded that because of providing opportunity to develop/implement ICT integration, teaching practice course contributed to the preservice IT teachers? micro level ICT integration transformation. In addition, it was determined that supervising faculty member, supervising teacher and preservice IT teacher who are course stakeholders have some responsibilities for preservice IT teachers to have transformation. At the end of the research, as well as suggestions for practice and further researches, a model suggestion to conduct teaching practice course were presented for preservice IT teachers to have micro level ICT integration transformation within the scope of teaching practice course.Keywords: ICT integration, transformative learning theory, teaching practice course, preservice Information Technology teachers, adult learning