The Relationship between Teacher Autonomy and ICT Competency of Pre-Service Teachers

The purpose of this study is to investigated the relationship between teacher autonomy and ICT competency of pre-service teacher. The data were collected by means of questionnaires from 107 pre-service teachers who has participated in educational practice in a university in Beijing. Using a reliable and valid measure of curriculum autonomy and general teaching autonomy (TAS) and a measure of teacher technology literacy, knowledge deepening and knowledge creation (ICT-CFT), it was found that as teacher autonomy increased ICT competency increased, but when we look into the sub dimensions, we found that both curriculum autonomy and general teaching autonomy are positively related to teacher technology literacy, and curriculum autonomy is also positively related to teacher knowledge deepening while general teaching autonomy is not. It is worth mentioning that there was little association between teacher autonomy and knowledge creation. The results of this study also indicate that teacher autonomy and ICT competency do not differ across major, duration of internship and motivation.