Student Teachers' Thinking Processes and ICT Integration: Predictors of Prospective Teaching Behaviors with Educational Technology

Autor/inn/en	Sang, Guoyuan; Valcke, Martin; van Braak, Johan; Tondeur, Jo
Titel	Student Teachers' Thinking Processes and ICT Integration: Predictors of Prospective Teaching Behaviors with Educational Technology
Quelle	In: Computers & Education, 54 (2010) 1, S.103-112 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2009.07.010
Schlagwörter	Constructivism (Learning); Preservice Teachers; Self Efficacy; Path Analysis; Educational Technology; Cognitive Processes; Preservice Teacher Education; Gender Differences; Beliefs; Intention; Student Surveys; Technology Integration; Computer Uses in Education; Correlation; Prediction; Student Attitudes; Student Motivation; Use Studies; Computer Attitudes; Information Technology; Predictor Variables; Teacher Attitudes; Foreign Countries; China + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Pfadanalyse; Unterrichtsmedien; Cognitive process; Kognitiver Prozess; Lehramtsstudiengang; Lehrerausbildung; Geschlechterkonflikt; Belief; Glaube; Schülerbefragung; Computernutzung; Korrelation; Vorhersage; Schülerverhalten; Schulische Motivation; Benutzerschulung; Informationstechnologie; Prädiktor; Lehrerverhalten; Ausland
Abstract	Student teachers should be prepared to integrate information and communication technology (ICT) into their future teaching and learning practices. Despite the increased availability and support for ICT integration, relatively few teachers intend to integrate ICT into their teaching activities (e.g., Ertmer, 2005). The available research has thus far mainly focused on isolated teacher related variables to explain the weak level of ICT integration. Also, most of this research was set up in Western settings. The present study centers on the impact of Chinese student teachers' gender, constructivist teaching beliefs, teaching self-efficacy, computer self-efficacy, and computer attitudes on their prospective ICT use. For this purpose, a survey was set up involving student teachers from four Normal Universities in China (N = 727). Results show that prospective ICT integration significantly correlates with all teacher related variables, except for gender. Building on the results of a path analysis model, prospective ICT integration could be directly predicted on the base of teacher thinking variables (constructivist teaching beliefs, teacher self-efficacy, computer self-efficacy and computer attitudes in education), and indirectly by the gender of the student teachers. Implications for teacher education and further research are discussed. (Contains 3 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10