Are trainee teachers less prone to implement new educational technologies than in-service teachers? Determinants of implementing a simulation-based environment

Abstract While the availability of digital tools presents new possibilities for teaching and learning in vocational education and training (VET), the implementation of these tools into classroom practice naturally falls to the teachers. This qualitative study explores the facilitating and hindering factors that VET teachers in the business domain perceive as influencing the implementation of an office simulation. The potential differing perspectives of trainee teachers and in-service teachers are also examined. For this purpose, an interview study including N = 28 vocational teachers (14 trainee teachers and 14 in-service teachers) was conducted. At the school level, peer support and adequate infrastructure are identified as drivers of implementation. At the individual teacher level, motivation and teaching experience, and at the learner level, the teachers’ perception of motivation and digital skills of vocational students are identified as drivers. At the contextual level, the provision of workshops and time resources are considered crucial. Finally, the characteristics of the new educational technology tool itself are stressed (particularly instructional possibilities, authenticity, usability and collaborative nature). Regarding the comparison of trainee teachers and in-service teachers, a substantial overlap in terms of the aspects reported occurred. Surprisingly, the quantitative results indicate that the trainees perceive a higher level of barriers. We suggest supporting the implementation of educational technology by considering the interplay of teachers’ perceived influencing factors and by addressing perceived barriers.