Preservice teaching is one of the most difficult times in the course of becoming a teacher. Preservice teachers are expected to develop not only their teaching skills but also gain a teacher’s perspective and a solid understanding of what teaching entails. However, they have few opportunities to do so in actual classrooms, and teacher education programs hardly provide the transition from theory to practice. This study presents the results of technology-integrated implementation of a model of preservice teacher education based on drama and reflection. The purpose was to help the participants build on their emerging concepts of teaching and being a teacher, as detected though repetitive use of concept maps, and reflection on their maps. The changes over time in the type and frequency of the concepts used by the participants showed that they became increasingly aligned with a more egalitarian, student centered, and constructive view of teaching. The role of the teacher evolved from more of an implementer to a designer and learner, with a growing amount of teacher knowledge and knowhow. There was a twofold increase in the number of participants who intended to teach when they graduated.

职前教学是成为老师过程中最困难的时期之一。职前教师不仅要发展自己的教学技能，而且要获得教师的眼光和对教学内容的深刻理解。但是，他们在实际教室中很少有这样做的机会，并且教师教育计划几乎无法提供从理论到实践的过渡。这项研究提出了基于戏剧和反思的技术整合实施的职前教师教育模型的结果。目的是帮助参与者通过反复使用概念图以及在他们的图上进行反思而发现他们不断出现的教学和成为教师的概念。参与者使用的概念的类型和频率随时间的变化表明，它们越来越与更加平等，以学生为中心和建设性的教学观保持一致。随着越来越多的教师知识和诀窍，教师的角色从更多的实施者演变为设计者和学习者。毕业后打算教书的参与者人数增加了两倍。