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In his research, he focuses on issues related to the computer-based assessment of twenty-first-century skills, the analysis of log-file data, and the synthesis of research by metaanalytic structural equation modeling. Evrim Baran is an associate professor in the School of Education at Iowa State University. She conducts research at the intersection of technology in teacher education, humancomputer interaction, and learning sciences. Fazilat Siddiq works as an associate professor at the University of South-Eastern Norway. Her research focuses on the studies of technology in education, including the implementation and evaluation of educational technology, teaching and assessment of the twenty-first-century skills (ie, Digital literacy and collaborative problem-solving). Teemu Valtonen (PhD, Education) is an associate professor in the University of Eastern Finland (UEF). His research interests lie in the use of information and communication technology in education, targeting especially preservice teachers' skills and readiness to use ICT in education. Erkko Sointu (PhD, education) is a postdoctoral researcher (tenure track) of learning and novel teaching methods at the University of Eastern Finland. His research interests lie in the utilization and students' perceptions of flipped classroom/learning (FC/L), technology in education, and strength-based approaches. AbstractThis study aims at investigating the profiles of teacher educators in order to explore their ability to prepare preservice teachers for technology integration in education. Specifically, the current study examines whether teacher educators can be grouped on the basis of their attitudes toward ICT (in education), their ICT self-efficacy to design ICT-rich learning environments, their competencies to use ICT in their teaching practice and the strategies they use to prepare preservice teachers for technology integration. These strategies are included in the SQD (Synthesis of Qualitative Data) model and comprise: (1) teacher educators as role models, (2) reflecting on the role of technology in education, (3) learning how to use technology by design, (4) collaboration with peers, (5) scaffolding authentic technology experiences and (6) providing continuous feedback. Data were collected from a sample of 284 teacher educators in Flanders, the Dutchspeaking part of Belgium, and submitted to latent profile analysis. The added value of the current study lies in the account of how SQD strategies and a typical set of determinants of ICT integration can be associated within teacher educators' profile. Based on the profiles emerging from this study, teacher training institutions should consider their teacher educators to be gatekeepers when preparing future generations of teachers for the learning environments of the twenty-first century. In the discussion section, the implications for practice and future research are discussed.

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A large body of literature suggests that attitudes toward technology and its educational use are important determinants of technology acceptance and integration in classrooms. At the same time, teachers' Technological, Pedagogical, and Content Knowledge (TPACK) facilitates the meaningful use of technology for educational purposes. Overall, attitudes toward technology and TPACK play a critical role for technology integration and have been in the focus of many empirical studies. Albeit the attention that has been paid to these two concepts, their relation has not been fully understood. The present study contributes to the advancement of this understanding by examining the relations between three core technology attitudes (i.e., general attitudes towards ICT, attitudes towards ICT in education, and ease of use) and TPACK self-efficacy beliefs, based on a sample of N = 688 Flemish pre-service teachers in 18 teacher-training institutions. Using a variety of structural equation modeling approaches, we describe the TPACK-attitudes relations from multiple perspectives and present a substantivemethodological synergism. The analyses revealed that the attitudes toward technology and TPACK self-beliefs were positively related; yet, differences across the attitudes and TPACK dimensions existed, pointing to the delineation of general and educational perspectives on the use of ICT.