Examining Elementary Education Teachers and Preservice Teachers’ Self-Efficacy Related to Technological Pedagogical and Content Knowledge (TPACK)

2018 ◽  
pp. 119-140 ◽  
Author(s):  
Erik Jon Byker ◽  
S. Michael Putman ◽  
Drew Polly ◽  
Laura Handler
Keyword(s):  
Preservice Teachers ◽  
Elementary Education ◽  
Content Knowledge ◽  
Self Efficacy ◽  
Elementary Education Teachers

An Examination of Preservice Teachers’ Self-Efficacy and Beliefs About Inclusive Education

2019 ◽  
Vol 43 (2) ◽  
pp. 178-192
Author(s):  
Jamie L. Metsala ◽  
Mary Jane Harkins
Keyword(s):  
Preservice Teachers ◽  
Elementary Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Self Efficacy ◽  
Epistemological Beliefs ◽  
Strong Predictor ◽  
Inclusive Classroom ◽  
Negative Beliefs ◽  
History Of

Teachers’ self-efficacy and beliefs are important to classroom practices and student success. In this study, the authors examine preservice teachers’ self-efficacy and beliefs related to inclusive education. One hundred seventy-nine preservice teachers enrolled in secondary or elementary education programs participated in this study. Overall, participants in elementary versus secondary programs felt more responsible for students with disabilities and more efficacious with inclusive practices. At the same time, preservice teachers in the secondary program and those in their second (vs. first) year rated themselves higher on negative beliefs about inclusive education and viewed ability as more of a fixed and stable trait. Preservice teachers with a history of reading difficulty had higher teacher self-efficacy than those without this history. The factors examined in this study accounted for about a third of the variance in each of preservice teachers’ self-efficacy for inclusive instructional practices and in their negative beliefs about inclusive education. Epistemological beliefs about ability emerged as a strong predictor of preservice teachers’ negative beliefs about inclusive education. The results from this study are discussed within the context of preparing teachers for the inclusive classroom.

scholarly journals The Effect of Technological Pedagogical Content Knowledge Game Activities Supported Micro-Teaching Practices on Preservice Mathematics Teachers’ Self-Efficacy Perception

2020 ◽  
Vol 13 (2) ◽  
pp. 157-173
Author(s):  
Kübra AÇIKGÜL
Keyword(s):  
Middle School ◽  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Preservice Mathematics Teachers

Abstract: The purpose of this study is to investigate the effect of Technological Pedagogical Content Knowledge (TPACK) Game activities supported micro-teaching practices on middle school preservice mathematics teachers’ TPACK self-efficacy perception levels. A single group pretest-posttest experimental design was employed. One hundred middle-school preservice mathematics teachers, attending a mathematics instruction course, participated in the study. The Technological Pedagogical Content Knowledge Survey (Șahin, 2011) was used to determine teachers' level of TPACK-measured self-efficacy. One-way Repeated Measures ANOVA was performed to analyze possible differences between teachers' pre and post self-efficacy scores. The result of this analysis demonstrated a statistically meaningful difference for the overall survey as well as for all dimensions of it. These findings suggest that micro-teaching practices do indeed increase preservice teachers' TPACK self-efficacy perception scores.

Preservice Teachers' Content Knowledge and Self-Efficacy for Teaching Reading

2013 ◽  
Vol 52 (3) ◽  
pp. 204-229 ◽  
Author(s):  
Elizabeth M. Leader-Janssen ◽  
Joan L. Rankin-Erickson
Keyword(s):  
Preservice Teachers ◽  
Content Knowledge ◽  
Self Efficacy ◽  
Teaching Reading

scholarly journals SELF EFFICACY CHANGES IN COLLABORATIVE COURSE FOR INCLUSIVE EDUCATION PRESERVICE TEACHERS

2020 ◽  
Vol 39 (1) ◽  
pp. 79-88
Author(s):  
Pujaningsih Pujaningsih ◽  
Unik Ambarwati
Keyword(s):  
Preservice Teachers ◽  
Elementary Education ◽  
Inclusive Education ◽  
Self Efficacy ◽  
Qualitative Data ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Students With Special Needs ◽  
Inadequate Knowledge ◽  
Attitudes Toward Students

The number of inclusive schools improves significantly in the last 10 years in Indonesia. However, there is a lack of effort to prepare future teachers so they have inadequate knowledge, skills, and experiences to provide education services for diverse students including students with special needs. This research examines the changes of Indonesian preservice teachers’ self-efficacy belief after being enrolled in a collaborative course that integrates between special education content and elementary education content. This study employed a mixed method approach for the analysis of questionnaire data from 34 preservice teachers and qualitative data of open-ended questions. The findings revealed that after being enrolled in a collaborative course, preservice teachers’ self-efficacy changed significantly (t34 = -2.16; p < .05), especially in efficacy for instructional strategies (t34 = -2.73; p < .05). The qualitative data also supported this finding based on three cases of preservice teachers who have different genders, previous experiences, and attitudes toward students with learning problems. Several recommendations for future collaborative courses and a new direction for the teacher preparation programs are discussed.

scholarly journals Authentic learning exercises as a means to influence preservice teachers’ technology integration self-efficacy and intentions to integrate technology

2014 ◽  
Vol 30 (6) ◽  
Author(s):  
Jennifer R. Banas ◽  
Cindy S. York
Keyword(s):  
Preservice Teachers ◽  
Technology Integration ◽  
Content Knowledge ◽  
Self Efficacy ◽  
Authentic Learning ◽  
Professional Preparation ◽  
Pedagogical Knowledge ◽  
Font Size ◽  
Pedagogical Content ◽  
Integrate Technology

<span style="font-family: Times New Roman; font-size: small;"> </span><p class="MsoNormalCxSpFirst" style="margin: 1em 0px; mso-layout-grid-align: none;">This study explored the impact of authentic learning exercises, as an instructional strategy, on preservice teachers’ technology integration self-efficacy and intentions to integrate technology. Also explored was the predictive relationship between change in preservice teachers’ technology integration self-efficacy and change in intentions to integrate technology. Participants included 104 preservice teachers enrolled into a professional preparation methods course. Technology integration self-efficacy was measured as perceived technological knowledge (TK), pedagogical knowledge (PK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), and technological pedagogical content knowledge (TPACK). A paired samples t-test revealed a significant increase in self-efficacy for all TPACK constructs, as well as intentions to integrate technology. The effect was greatest for PCK. Also, multiple regression analysis revealed change in technology integration self-efficacy as a model, predicted change in intentions to integrate. Particularly change in perceived technology knowledge, predicted change in intentions. Implications for professional preparation programs are shared.</p><span style="font-family: Times New Roman; font-size: small;"> </span>

scholarly journals Knowledge, Monitoring, and Beliefs: A Comparative Analysis among Preservice Teachers from Three Different STEM-focused Programs

2017 ◽  
Vol 1 (2) ◽  
pp. 19-27
Author(s):  
Margareta Maria Thomson ◽  
John L. Nietfeld
Keyword(s):  
Preservice Teachers ◽  
Science Education ◽  
Elementary Education ◽  
Content Knowledge ◽  
Belief System ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Science Content ◽  
Science Content Knowledge ◽  
And Mathematics

In the current study, we investigated how preservice teachers (N = 242) from three different teacher-training programs with a STEM focus, namely the Elementary Education (ELM), Science Education, and Mathematics Education, compare with respect to science content knowledge, metacognitive monitoring, and their belief system. Findings revealed that the ELM preservice teachers reported higher levels of science reformed beliefs (e.g., constructivist instruction), but low science content knowledge and teaching efficacy beliefs. Alternatively, Science Education students exhibited the highest levels of content knowledge, accurate monitoring, and higher teaching efficacy beliefs. Implications for teacher education programs with a STEM training focus are discussed.

Sign in / Sign up

Export Citation Format

Share Document