scholarly journals Breaking the Negative Cycle: The Formation of Self-Efficacy Beliefs in the Arts. A Focus on Professional Experience in Pre-Service Teacher Education

2011 ◽  
Vol 36 (2) ◽  
pp. 36-41 ◽  
Author(s):  
Susanne Garvis ◽  
Danielle Twigg ◽  
Donna Pendergast
Keyword(s):  
Teacher Education ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Professional Experience ◽  
The Arts ◽  
Negative Cycle ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Investigating K-12 Pre-Service Teacher TPACK in Instructional Technology Learning

2022 ◽  
Vol 5 (1) ◽  
pp. 1-16
Author(s):  
Fitsum F. Abebe ◽  
Martonia Gaskill ◽  
Tommy Hansen ◽  
Xianquan Liu
Keyword(s):  
Teacher Education ◽  
Technology Integration ◽  
Instructional Technology ◽  
Content Knowledge ◽  
Effect Size ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Medium Effect ◽  
K 12 ◽  
Pre Service Teacher

This study investigated the change in pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) self-efficacy beliefs in a technology integration course in a teacher education program. It assessed knowledge components that predicted TPACK self-efficacy beliefs. Pre and post-surveys were administered using Schmidt et al. (2009) instrument at the beginning and end of the course. The study revealed statistically significant change in all dimensions of TPACK self-efficacy beliefs. Cohen’s effect size revealed medium effect size on TPACK self-efficacy beliefs during the pre-service teacher education technology integration course. PCK and TPK were the significant predictors of TPACK in both pre and post-survey report. Content Knowledge (CK) was a significant predictor of TPACK in the post-survey. The result implies that instructional technology courses should pay attention to the factors affecting TPACK during curriculum design and course delivery. In the current research context CK, PCK and TPK predicted TPACK. TK and PK can be mediated by TPK and PCK respectively.

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