Course design features influencing preservice teachers’ self-efficacy beliefs in their ability to support students’ use of ICT

Martin, David A. and McMaster, Natalie and Carey, Michael D. (2020) Course design features influencing preservice teachers’ self-efficacy beliefs in their ability to support students’ use of ICT. Journal of Digital Learning in Teacher Education, 36 (4). pp. 221-236. ISSN 2153-2974


Abstract

This study explores how using action plans, SMART goals, personal learning networking and peer teaching in a first-year education technology course influence pre-service teachers’ (PSTs’) self-efficacy beliefs in their technological pedagogical knowledge (TPK) and technological content knowledge (TCK). Pre- and post-course survey items from the Teaching Teachers for the Future project were administered to examine PSTs’ judgements of their self-efficacy to support students’ use ICT in the classroom, including digital and robotics technologies. Results showed a significant increase in PSTs’ confidence in using ICT in the classroom with the strongest effect-size for supporting students’ use of robotics and digital technologies (r > 0.5). Course design features are discussed with reference to the corresponding impact on PST self-efficacy with recommendations for improvements to practice.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 24 Jul 2020 00:38
Last Modified: 22 Apr 2021 04:43
Uncontrolled Keywords: Pre-service teachers; TPACK; self-efficacy; education technology; peer teaching
Fields of Research (2008): 13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
13 Education > 1301 Education Systems > 130103 Higher Education
Identification Number or DOI: https://doi.org/10.1080/21532974.2020.1781000
URI: http://eprints.usq.edu.au/id/eprint/38923

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