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

David A Martin; Natalie McMaster; Michael D Carey

doi:10.1080/21532974.2020.1781000

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

Journal article

Open access

Peer reviewed

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

David A Martin, Natalie McMaster and Michael D Carey

Journal of Digital Learning in Teacher Education, Vol.36(4), pp.221-236

2020

DOI: https://doi.org/10.1080/21532974.2020.1781000

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Abstract

pre-service teachers

TPACK

self-efficacy

education technology

peer teaching

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.

Details

Title: Course design features influencing preservice teachers' self-efficacy beliefs in their ability to support students' use of ICT
Authors: David A Martin (Author) - University of Southern Queensland
Natalie McMaster (Author) - University of the Sunshine Coast, Queensland, School of Education - Legacy
Michael D Carey (Author) - University of the Sunshine Coast, Queensland, School of Education - Legacy
Publication details: Journal of Digital Learning in Teacher Education, Vol.36(4), pp.221-236
Publisher: Routledge
Date published: 2020
DOI: 10.1080/21532974.2020.1781000
ISSN: 2332-7383
Organisation Unit: School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; Engage Research Lab; STEM in Education Research Theme
Language: English
Record Identifier: 99462008002621
Output Type: Journal article

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