ICT self‐efficacy mediates most effects of university ICT support on preservice teachers' TPACK

Evidence from three normal universities in China

Dados Bibliográficos

ID21297656
AutoresWang Qiong (0000-0002-7617-3771, School of Political Science and Law Shaoyang University Shaoyang China), Guoqing Zhao (0000-0003-3975-0151, School of Educational Technology, Faculty of Education Beijing Normal University Beijing China, autor correspondente)
Ano2021
Volume52
Fascículo6
Páginas2319-2339
Data de publicação2021-11-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoBritish Journal of Educational Technology (JOURNAL)
Identificadores do periódicoISSN: 0007-1013 • E-ISSN: 1467-8535
EditoraWiley (PUBLISHER • GB)
DOI10.1111/bjet.13141
OpenAlexW3171914480
IdiomaEN
Citações recebidas22
Referências citadas54

A thorough understanding of how ICT support provided by teacher preparation programmes influences preservice teachers' technological pedagogical content knowledge (TPACK) has become increasingly essential. This study aimed at exploring the mediating role of ICT perception , perceived ICT competence and ICT self‐efficacy between university ICT support and preservice teachers' TPACK. Data were collected through an online self‐assessment questionnaire translated and adapted from existing studies and verified with confirmatory factor analysis (CFA). A total of 298 preservice teachers, who were senior students studying at three different normal universities in China, participated in this study. Structural equation modelling revealed the following: (a) university ICT support significantly predicted preservice teachers' ICT perception , perceived ICT competence and ICT self‐efficacy , but had no significant direct effects on their TPACK; (b) ICT self‐efficacy was a strong predictor of preservice teachers' TPACK and ICT perception was a weak one, while perceived ICT competence did not predict TPACK at all; and (c) among three potential mediators, ICT self‐efficacy mediated the most effects of university ICT support on preservice teachers' TPACK. These findings demonstrate strong positive effects of institutional support on preservice teachers' TPACK development, which was strongly underestimated in previous studies. Findings suggest normal universities should create practical opportunities for preservice teachers to perceive the power of technology, especially opportunities that could improve preservice teachers' self‐efficacy while applying technology into instruction. Practitioner notes What is already known about this topic ICT support from schools is an essential precondition while enhancing in‐service teachers' motivation to apply ICT into instruction. Research revealing how ICT support provided by teacher preparation programmes affects preservice teachers' TPACK is absent. What the paper adds This study adds to the previous literature by exploring the mediating role of ICT perception , perceived ICT competence and ICT self‐efficacy in the relationship between university ICT support and preservice teachers' TPACK. This study found that university ICT support significantly predicted preservice teachers' ICT perception , perceived ICT competence and ICT self‐efficacy , but had no significant direct effects on their TPACK. Among the three potential mediators, ICT self‐efficacy mediated the most effects of university ICT support on preservice teachers' TPACK. Implications for practice and/or policy Normal universities need to provide effective and professionally targeted ICT support to meet preservice teachers' needs. The mediating role of ICT self‐efficacy should be highlighted on the path from university ICT support to TPACK.

Competence (human resources) · Educational technology · Information and Communications Technology · Mathematics education · Pedagogy · Perception · Self-efficacy · Structural equation modeling · Technology integration · Computer Science · Digital literacy in education · Gender and Technology in Education · Online and Blended Learning · Psychology · Social Psychology