September 24, 2025Frontiers in EducationOpen Access

Reclaiming agency in instructional technology integration: a praxeological analysis of pre-service mathematics teachers' roles in a GeoGebra-based model lesson

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Discussion

Qualitative case study explores instructional technology's impact on pre-service teachers’ participation and agency.

The study reveals a restrictive didactic contract that limited pre-service teachers' engagement in decision-making.
Analysis indicated that while GeoGebra was effectively demonstrated, pre-service teachers acted mainly as passive observers.
Qualitative case study methodology involved video observations and focus group interviews to gather data.
Findings emphasize the need for teacher education to prioritize participatory practices that enhance pre-service teachers' agency.

Farouq Sessah Mensah (2025) studied this question.

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