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An Investigation of the Relationship between Self-Efficacy and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers
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, KICE, Korea (South) ; , , Korea National University of Education, Korea (South)

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, British Columbia, Canada ISBN 978-1-939797-31-5 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The purpose of this study is to examine the effects of the TPACK-P education program on the teaching expertise of pre-service teachers For the study, 57 teachers were divided into 3 groups: programming education, ICT-based TPACK, and TPACK-P education In order to measure the self-efficacy of pre-service teachers, scale developed by Kim and Cha (1996) was used to assess the self-efficacy of pre-service teachers both before and after their education The results showed that the pre-service teachers in the ICT-based TPACK education program group showed a positive change in self-efficacy, which was not evident in the other two groups These results show that the TPACK-P education program has a positive effect on self-efficacy and is related to the development of teaching expertise in pre-service teachers For future study, it is necessary to examine the change of teaching expertise of the pre-service teachers through the TPACK-P education program

Citation

Lee, E., Kim, S.W. & Lee, Y. (2017). An Investigation of the Relationship between Self-Efficacy and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers. In J. Dron & S. Mishra (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 627-631). Vancouver, British Columbia, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved May 22, 2019 from .

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