Literaturnachweis - Detailanzeige
| Autor/inn/en | Habibi, Akhmad; Razak, Rafiza Abdul; Yusop, Farrah Dina; Muhaimin, Muhaimin; Asrial, Asrial; Mukminin, Amirul; Jamila, Asih |
|---|---|
| Titel | Exploring the Factors Affecting Pre-Service Science Teachers' Actual Use of Technology during Teaching Practice |
| Quelle | In: South African Journal of Education, 42 (2022) 1, Artikel 1955 (11 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Habibi, Akhmad) ORCID (Razak, Rafiza Abdul) ORCID (Yusop, Farrah Dina) ORCID (Muhaimin, Muhaimin) ORCID (Asrial, Asrial) ORCID (Mukminin, Amirul) ORCID (Jamila, Asih) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0256-0100 |
| Schlagwörter | Preservice Teachers; Science Education; Educational Technology; Foreign Countries; Technology Integration; Pedagogical Content Knowledge; Technological Literacy; Preservice Teacher Education; Experiential Learning; Indonesia |
| Abstract | The primary objective of the research reported on here was to decide whether a combined framework of the theory of planned behaviour (TPB) and technological pedagogical and content knowledge (TPACK) could be a valid and reliable model to predict Indonesian pre-service science teachers' (PSTs') actual use of technology (AUT) during teaching practice. A survey instrument consisting of attitudes (ATs), subjective norms (SN), perceived behavioural control (PBC), technological pedagogical knowledge (TPK), technological content knowledge (TCK), technological pedagogical content knowledge (TPCK), and AUT was adapted from previous studies and validated through face and content validity. Thereafter, the instrument was piloted to 135 PSTs and validated through exploratory factor analysis (EFA). The sample (n = 457) completed the instrument during the main data collection. The data analysis was done through the steps of partial least square structural equation modelling (PLS-SEM), t-test, and analysis of variance (ANOVA). Through the measurement model phase, the combined framework was reported to be reliable and valid. SN was the strongest predictor ([beta] = 0.445) of AUT, followed by PBC ([beta] = 0.281). Meanwhile, AT, TPK, TCK, and TPCK were reported to be insignificant. Additionally, significant differences regarding AUT were reported based on gender and institution. An insignificant relationship emerged based on information and communication technology (ICT) -based courses. (As Provided). |
| Anmerkungen | Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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