Seeking Pedagogical Equilibrium: A Self-Study on Technology Integration Tensions and Decision-Making in Teaching Science

This self-study explores the professional tensions and decision-making processes encountered as a science teacher educator explores a problem in practice associated with integrating instructional technologies into an undergraduate science content course for pre-service elementary teachers. Using the Pedagogical Equilibrium framework as both a conceptual and analytical lens, tensions related to beliefs and practice about technology integration in a science content course are examined. Data included reflective journals, critical friend conversations, collaborative instructor meeting journals, and instructional artifacts. Findings reveal two key tensions: (1) the disconnect between the teacher educator’s constructivist beliefs and the use of technology as a confirmation process for learning content, and (2) the negotiation of divergent pedagogical orientations with peers when positioned in a collaborative teaching environment. Through a cycle of reflection, reframing, and testing new approaches, the teacher educator developed strategies such as exploration-first lesson design, scaffolded worksheets, selective tool implementation, and responsive pedagogical adjustments. These strategies resulted in a more coherent alignment between beliefs and classroom practice. This study discusses how intentional exploration into tensions between beliefs and practice can catalyze professional learning for teacher educators. Implications for self-study opportunities in the early stages of teacher educator professional development (i.e. doctoral programs) can assist with learning to navigate competing imperatives in pedagogical decision-making.