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| Autor/in | Abbitt, Jason T. |
|---|---|
| Titel | An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers |
| Quelle | In: Journal of Digital Learning in Teacher Education, 27 (2011) 4, S.134-143 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2153-2974 |
| Schlagwörter | Preservice Teachers; Self Efficacy; Pretests Posttests; Technology Integration; Multiple Regression Analysis; Correlation; Educational Technology; Pedagogical Content Knowledge; Beliefs; Student Attitudes; Preservice Teacher Education; Surveys; Predictive Measurement |
| Abstract | 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 highlight the potential areas of knowledge in TPACK domains that influence preservice teachers' beliefs about technology integration. (Contains 1 figure and 6 tables.) (As Provided). |
| Anmerkungen | International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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