Literaturnachweis - Detailanzeige
| Autor/inn/en | Wang, Qiong; Zhao, Guoqing |
|---|---|
| Titel | ICT Self-Efficacy Mediates Most Effects of University ICT Support on Preservice Teachers' TPACK: Evidence from Three Normal Universities in China |
| Quelle | In: British Journal of Educational Technology, 52 (2021) 6, S.2319-2339 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Wang, Qiong) ORCID (Zhao, Guoqing) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0007-1013 |
| DOI | 10.1111/bjet.13141 |
| Schlagwörter | Self Efficacy; Information Technology; Technological Literacy; Pedagogical Content Knowledge; Preservice Teachers; Student Attitudes; Factor Analysis; Predictor Variables; Self Evaluation (Individuals); Teacher Education Programs; Teaching Methods; Foreign Countries; Structural Equation Models; Technology Integration; Technical Assistance; Universities; Educational Opportunities; China |
| Abstract | A thorough understanding of how "ICT support" provided by teacher preparation programmes influences preservice teachers' "technological pedagogical content knowledge" (TPACK) has become increasingly essential. This study aimed at exploring the mediating role of "ICT perception," "perceived ICT competence" and "ICT self-efficacy" between "university ICT support" and preservice teachers' TPACK. Data were collected through an online self-assessment questionnaire translated and adapted from existing studies and verified with confirmatory factor analysis (CFA). A total of 298 preservice teachers, who were senior students studying at three different normal universities in China, participated in this study. Structural equation modelling revealed the following: (a) "university ICT support" significantly predicted preservice teachers' "ICT perception," "perceived ICT competence" and "ICT self-efficacy," but had no significant direct effects on their TPACK; (b) "ICT self-efficacy" was a strong predictor of preservice teachers' "TPACK" and "ICT perception" was a weak one, while "perceived ICT competence" did not predict TPACK at all; and (c) among three potential mediators, "ICT self-efficacy" mediated the most effects of "university ICT support" on preservice teachers' TPACK. These findings demonstrate strong positive effects of institutional support on preservice teachers' TPACK development, which was strongly underestimated in previous studies. Findings suggest normal universities should create practical opportunities for preservice teachers to perceive the power of technology, especially opportunities that could improve preservice teachers' self-efficacy while applying technology into instruction. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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