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Course design features influencing PSTs SE in their ability to support students' use of ICT893.16 kB
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Journal article
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, Vol.36(4), pp.221-236
2020
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.
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 QueenslandNatalie McMaster (Author) - University of the Sunshine Coast, Queensland, School of Education - LegacyMichael 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; 2153-2974
- Organisation Unit
- School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; Engage Research Lab
- Language
- English
- Record Identifier
- 99462008002621
- Output Type
- Journal article
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