Journal article
Assessing primary school preservice teachers' confidence to apply their TPACK in specific categories of technologies using a self-audit survey
The Australian Educational Researcher, Vol.51, pp.1877-1905
2024
Abstract
Internationally, university teacher educators have acted on the requirement that practising teachers need to be operational users of technologies. In response, coursework has been restructured to develop preservice teachers' (PSTs) use and application of educational technologies for teaching and learning purposes. This paper presents the development and use of a self-audit survey designed to guide primary school PSTs' self-directed learning and assessments in 10 specific categories of technologies, and to improve their confidence to apply their knowledge. The survey was administered to 296 PSTs in a pre-and post-course design and validated post hoc with Rasch analysis. Pre-and post-course comparison of responses showed significant increases in the PSTs' self-assessed confidence in their abilities across all ability categories with medium to large effect sizes (r = .42-.82). The survey had utility, providing each PST with a customised report with which to identify their technology learning needs; it also provided PSTs with the agency to be self-directed in their learning. The survey has the potential to provide teacher educators with fine-grained information regarding which technological pedagogical and content knowledge (TPACK) being currently taught can be adopted, adapted, or rejected to maximise PSTs' TPACK development.
Details
- Title
- Assessing primary school preservice teachers' confidence to apply their TPACK in specific categories of technologies using a self-audit survey
- Authors
- David Allen Martin (Corresponding Author) - Edith Cowan UniversityMichael D Carey (Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary AccessNatalie McMaster (Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary AccessMadeleine Clarkin (Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary Access
- Publication details
- The Australian Educational Researcher, Vol.51, pp.1877-1905
- Publisher
- Springer Dordrecht
- Date published
- 2024
- DOI
- 10.1007/s13384-023-00669-x
- ISSN
- 2210-5328
- Copyright note
- This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
- Organisation Unit
- Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; Academic Support Unit; Engage Research Lab; STEM in Education Research Theme
- Language
- English
- Record Identifier
- 99971188302621
- Output Type
- Journal article
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