Croatian Elementary School Teachers’ Maths Teaching Efficacy Beliefs
Knowledge Domains and Cross-Curricular Maths in the Post-Digital Era
Bibliographic Data
| ID | 16912752 |
|---|---|
| Authors | Andreja Istenič Starčič (0000-0003-0513-5054, University of Primorska, corresponding author), Blaž Simčič (University of Primorska), Vedrana Mikulić Crnković (0000-0003-0757-0009, University of Rijeka), Marina Volk (0000-0003-0064-8133, University of Primorska) |
| Year | 2023 |
| Volume | 13 |
| Issue | 3 |
| Publication date | 2023-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440231187990 |
| OpenAlex | W4385584685 |
| Language | EN |
| References cited | 43 |
This correlational study addressed two issues pertinent to developing mathematical competences for the 21st Century. Firstly, in a post-digital society, technology is recognized in teachers’ pedagogic and subject-specific knowledge domains. Secondly, cross-curricular teaching must be introduced to respond to societal requirements for maths knowledge application in diverse areas of life and work. Croatian educational reform recognized the importance of informatics and the integration of ICT across curricula supporting cross-curricular teaching. When reforming teaching, teaching efficacy beliefs inform change, and the study examined how technology pedagogy content knowledge (TPACK) contributes to teaching efficacy beliefs. Six hundred and six Croatian elementary school classroom teachers were surveyed for maths teaching efficacy beliefs (MTEBI) and self-assessment of their technology pedagogy content knowledge (TPACK). The study confirmed that the integration of technology knowledge in teachers’ pedagogical knowledge is, in addition to content knowledge, essential and predicts, with a large effect size ( f 2 = 0.64), the MTEBI subscale math teaching efficacy (MTE), while isolated technology knowledge does not. In addition, there is a positive correlation between years of service and pedagogy content knowledge and a negative correlation between years of service and technology pedagogy knowledge and technology knowledge, however, with a small effect size
Curriculum · Information and Communications Technology · Mathematics education · Pedagogy · Teaching method · Technology integration · Computer Science · Digital literacy in education · Online Learning and Analytics · Psychology · Technology-Enhanced Education Studies
Handbook of Research on Educational Communications and Technology
Beyond significance testing
Technological Pedagogical Content Knowledge (TPACK)
Correlation Coefficients
Technological pedagogical content knowledge – a review of the literature
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Revisiting technological pedagogical content knowledge
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What Does the ‘Postdigital’ Mean for Education? Three Critical Perspectives on the Digital, with Implications for Educational Research and Practice
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Title unavailable
Students’ narratives and conceptual changes in a cross-curricular inquiry-based study unit in a Finnish upper secondary school
Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model
Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK)
Those Who Understand
Self-efficacy
The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings
Postdigital science and education
Integration of Technology, Curriculum, and Professional Development for Advancing Middle School Mathematics
What Is Diversity
Knowledge and Teaching
A power primer
Developmental Trajectories for Novice Elementary Teachers
Examining Teacher Technology Use
| Citation velocity | historical |
|---|---|
| Highly cited | No |