An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers
Bibliographic Data
| ID | 19610064 |
|---|---|
| Authors | Jason Abbitt (0000-0002-3358-0502, corresponding author), Jason T Abbitt |
| Year | 2011 |
| Volume | 27 |
| Issue | 4 |
| Pages | 134-143 |
| Publication date | 2011-06-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Digital Learning in Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 2153-2974 • E-ISSN: 2332-7383 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/21532974.2011.10784670 |
| OpenAlex | W2104504902 |
| Language | EN |
| Citations received | 44 |
| References cited | 15 |
This exploratory study investigated the relationship between measures of Technological Pedagogical Content Knowledge (TPACK) and the self-efficacy beliefs of preservice teachers about technology integration. Within a single-group, pretest-posttest design, a correlational analysis identified several knowledge domains in the TPACK model that the researcher found to have a significant and positive correlation with self-efficacy beliefs about technology integration. A multiple regression analysis of pretest and posttest data indicated a change over time in the predictive relationship between the measures of knowledge in TPACK domains and self-efficacy beliefs. Findings from the study illustrate the changing nature of the complex relationship between knowledge and self-efficacy beliefs and high-light the potential areas of knowledge in TPACK domains that influence preservice teachers’ beliefs about technology integration
Educational technology · Exploratory research · Mathematics education · Regression analysis · Self-efficacy · Sociology · Statistics · Technology integration · Digital literacy in education · Gender and Technology in Education · Mathematics · Psychology · Social Psychology · Teacher Education and Leadership Studies
Technological Pedagogical Content Knowledge (TPACK) Literature Using Confidence Intervals
On the quest for validity
Influence of Pedagogical Beliefs and Perceived Trust on Teachers’ Acceptance of Educational Artificial Intelligence Tools
Examining the relationship between pre-service teachers’ technological pedagogical content knowledge and generative artificial intelligence acceptance
Predictors of continuous use intention of information communication technology among economics teachers in Ghana
Unveiling Educators Insights
Factors influencing the development of pre-service science teachers’ technological pedagogical content knowledge in a pedagogical makerspace
Promoting Digital Competencies in Pre-Service Teachers
Teachers’ Agency in Technology for Education in Pre- and Post-Covid-19 Periods
Empowerment Pathways in Educator Development
The impact of technology integration courses on preservice teacher attitudes and beliefs
Technological pedagogical content knowledge (TPACK) of pre-service science teachers
Development, validity, and reliability of an educational robotics based technological pedagogical content knowledge self-efficacy scale
Improving the quality of AI-supported K–12 teaching
Modelling the relations between Turkish chemistry teachers’ sense of efficacy and technological pedagogical content knowledge in context
Preservice Teachers’ TPACK Growth After Technology Integration Courses in Early Childhood Education
One-size does not fit all
The effect of preservice teachers’ ICT integration self-efficacy beliefs on their ICT competencies
Running in circles
Enhancing 21st-century teaching competencies
Promoting the integration of technology in teaching
The relationship between technological pedagogical content knowledge and belief among preservice mathematics teachers
Teacher education programs, field-based practicums, and psychological factors of the implementation of technology by pre-service teachers
Perspectives of Teachers on the Employ of Educational Artificial Intelligence Tools in Education
Exploring Influential Factors in Military Instructor Technology Self-Efficacy
Examining Current Beliefs, Practices and Barriers About Technology Integration
Online Collaborative Mentoring for Technology Integration in Pre-Service Teacher Education
Enhancing Instruction through Constructivism, Cooperative Learning, and Cloud Computing
Aligning with Practice
Teachers’ Self-efficacy Matters
Media Pedagogy in German and U.S. Teacher Education
Developing trainee teacher practice with geographical information systems (GIS)
The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings
Examining preservice teachers' conceptual and practical understandings of adopting iPads into their teaching of young children
The impact of beliefs and knowledge on the integration of technology among teacher educators
Teacher beliefs and technology integration
TPACK in action
Authentic learning exercises as a means to influence preservice teachers’ technology integration self-efficacy and intentions to integrate technology
Preparing pre-service teachers for instructional innovation with ICT via co-design practice
A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles
One High School English Teacher
Opportunities to Learn for Teachers' Self-Efficacy and Enthusiasm
Do gender and teaching experience influence prospective teachers' self-efficacy in utilizing computer-based learning media?1
Understanding continuous use intention of technology among higher education teachers in emerging economy
Technological Pedagogical Content Knowledge (TPACK)
What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge
Tracing the development of teacher knowledge in a design seminar
Teacher Technology Change
Teachers’ Beliefs and Educational Research
Technological Pedagogical Content Knowledge
Increasing Preservice Teachers’ Self-Efficacy Beliefs for Technology Integration
Those Who Understand
Preparing teachers to teach science and mathematics with technology
Teachers' Technological Pedagogical Content Knowledge and Learning Activity Types
| Unique citing works | 44 |
|---|---|
| Citations per year | 3,14 |
| Citation span | 2012 - 2026 (15) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 43 |