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.

Technologizing Teaching

2013 ◽  
pp. 940-962
Author(s):  
Joseph M. Piro ◽  
Nancy Marksbury
Keyword(s):  
Teacher Education ◽  
Technology Integration ◽  
Learning Activity ◽  
Instructional Media ◽  
Technology Instruction ◽  
The World ◽  
Pre Service Teacher Education ◽  
K 12 ◽  
Pre Service Teacher

With the continuing shift of instructional media to digital sources occurring in classrooms around the world, the role of technology instruction in the pre-service curriculum of K-12 teachers is acquiring increasing salience. However, barriers to its inclusion continue to exist. In this chapter we focus on a model of hybridity designed to embed technology instruction into pre-service education. This model is known as the WebQuest and involves the development of a technology-driven learning activity that scaffolds the building of skills in content, pedagogy, and technology integration in pre-service teachers. We discuss data from an exploratory project conducted within a class of graduate pre-service teachers experiencing instruction in creating a WebQuest, and offer some preliminary findings. We place these results within a larger perspective of the CFTK and TPACK frameworks and their application to issues germane to pre-service teacher education.

Technologizing Teaching

2012 ◽  
pp. 228-250 ◽  
Author(s):  
Joseph M. Piro ◽  
Nancy Marksbury
Keyword(s):  
Teacher Education ◽  
Technology Integration ◽  
Learning Activity ◽  
Instructional Media ◽  
Technology Instruction ◽  
The World ◽  
Pre Service Teacher Education ◽  
K 12 ◽  
Pre Service Teacher

With the continuing shift of instructional media to digital sources occurring in classrooms around the world, the role of technology instruction in the pre-service curriculum of K-12 teachers is acquiring increasing salience. However, barriers to its inclusion continue to exist. In this chapter we focus on a model of hybridity designed to embed technology instruction into pre-service education. This model is known as the WebQuest and involves the development of a technology-driven learning activity that scaffolds the building of skills in content, pedagogy, and technology integration in pre-service teachers. We discuss data from an exploratory project conducted within a class of graduate pre-service teachers experiencing instruction in creating a WebQuest, and offer some preliminary findings. We place these results within a larger perspective of the CFTK and TPACK frameworks and their application to issues germane to pre-service teacher education.

Perceptions of Teacher Education Candidates to Digital and Learning Technologies

2016 ◽  
pp. 451-472
Author(s):  
Prince Hycy Bull ◽  
Gerrelyn Chunn Patterson ◽  
Mahmud A. Mansaray ◽  
Yolanda L. Dunston
Keyword(s):  
Teacher Education ◽  
Student Teaching ◽  
Self Efficacy ◽  
Learning Technologies ◽  
The Self ◽  
Digital Content ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Education Candidates ◽  
K 12

The proliferation of learning technologies and new laws supporting digital content in K-12 education have forced teacher education programs to redefine how candidates are prepared to teach with digital content. In preparing teacher education candidates, technological knowledge is just as important as content and pedagogical knowledge. How do teacher education programs ensure that candidates are adequately prepared to teach with learning technologies and digital content? The answer to this question lies not only in the empirical knowledge of how technology is infused in the teacher education curriculum and used during student teaching, but also in the self-efficacy and the self-assessment of candidates' technological skills. Using Bandura's (1977) self-efficacy theory as a guiding framework, this study seeks to address how prepared teacher candidates are to teach with learning technologies and digital content. Findings from the study show positive efficacy of candidates to digital content and learning technologies.

scholarly journals Self-Efficacy Beliefs of Interdisciplinary Science Teaching (SElf-ST) Instrument: Drafting a Theory-based Measurement

2019 ◽  
Vol 9 (4) ◽  
pp. 247 ◽  
Author(s):  
Handtke ◽  
Bögeholz
Keyword(s):  
Science Teaching ◽  
Content Knowledge ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Cross Sectional Study ◽  
Efficacy Beliefs ◽  
Measurement Instruments ◽  
Cross Sectional ◽  
Interdisciplinary Science ◽  
New Instrument

Interdisciplinary science teaching is an issue in various countries. One example in Europe is Germany, especially regarding comprehensive schools. At the same time, German teacher education is primarily subject-specific. An examination of data on self-efficacy beliefs is helpful for understanding the qualifications of teachers for interdisciplinary science. Previous measurement instruments for teaching biology, chemistry, physics, and science lack a literature-based, theory-based, or curricular-valid measurement or a systematic obstacle to overcome. Thus, to meet these requirements, this research developed a draft for a new instrument to measure self-efficacy beliefs of interdisciplinary science teaching (SElf-ST). As the theoretical base, the instrument operationalizes a model of pedagogical content knowledge for teaching science and adapts it to self-efficacy beliefs. In a cross-sectional study (N = 114 pre-service and trainee teachers), a ten-factor-solution for self-efficacy beliefs resulted from an exploratory factor analysis (Kaiser–Meyer–Olkin-criterion = 0.858, α = 0.70–0.86). Nine factors are linked to the theoretical model. An additional tenth factor emerged: Teaching Ethically Relevant Issues. Nine factors show low and medium correlations with teaching experience. Eight factors show at least low correlations with self-rated content knowledge in no less than one of the three subjects. In general, science-specific factors show rather low or medium correlations, and generic factors (e.g., Applying Media, and Applying Methods of Evaluation) show low or no correlations. This result is in accordance with the context specificity of self-efficacy beliefs. These results meet most of the research expectations and provide initial indications of the concurrent, curricular, and divergent validity of the SElf-ST instrument. The paper argues for the development of a new, theory-based instrument to measure self-efficacy beliefs of interdisciplinary science teaching.

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