Auditing the ICT vocational self-efficacy of teacher education undergraduates

Abstract

This paper reports findings from an audit of the vocational self-efficacy of final year pre-service teacher education students from two universities in Queensland (Australia) with respect to their confidence to meet the Information Communication Technologies (ICT) professional competencies expected of teachers. It also describes their beliefs about the usefulness of their university learning experiences in assisting them to develop their Technological Pedagogical and Content Knowledge (TPACK) in comparison to other contexts in which they may have gained ICT confidence and competence necessary for teachers in the 21st century. Finally, the paper makes recommendations for the design of teacher education programs aimed at improving teacher graduates’ TPACK and ICT vocational self-efficacy.