Examining the Relationship between Student Teachers' Self-Efficacy Beliefs and Their Intended Uses of Technology for Teaching: A Structural Equation Modelling Approach

Autor/in	Teo, Timothy
Titel	Examining the Relationship between Student Teachers' Self-Efficacy Beliefs and Their Intended Uses of Technology for Teaching: A Structural Equation Modelling Approach
Quelle	In: Turkish Online Journal of Educational Technology - TOJET, 8 (2009) 4, S.7-15 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-6521
Schlagwörter	Constructivism (Learning); Preservice Teachers; Structural Equation Models; Self Efficacy; Foreign Countries; Student Attitudes; Preservice Teacher Education; Correlation; Intention; Hypothesis Testing; College Students; Educational Technology; Teaching Methods; Computer Uses in Education; Computer Attitudes; Singapore + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Ausland; Schülerverhalten; Lehramtsstudiengang; Lehrerausbildung; Korrelation; Hypothesenprüfung; Hypothesentest; Collegestudent; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Computernutzung; Singapur
Abstract	This study examines the relationship between computer self-efficacy and intended uses of technology of student teachers (N=1094) at a teacher training institute in Singapore. Self-efficacy was assessed by three factors: Basic Teaching Skills (BTS), Advanced Teaching Skills (ATS), and Technology for Pedagogy (TP), and intended use of technology was measured by two factors: Traditional Use of Technology (TUT) and Constructivist Use of Technology (CUT). Participants responded to a 7-point Likert-type scale for each factor. Analysis was conducted using the structural equation modelling approach and a good model fit was found for both the measurement and structural models. Results showed that significant relationships exist among BTS, TP, TUT, and CUT. However, ATS did not influence TUT and CUT in a significant way. Overall, the results of this study offer some evidence that student teachers' self-efficacy is a significant influence on whether they use technology in a traditionalist or constructivist way. (Contains 1 figure and 5 tables.) (As Provided).
Anmerkungen	Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10