An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers
ARTICLE
Jason T. Abbitt
Journal of Digital Learning in Teacher Education Volume 27, Number 4, ISSN 2153-2974
Abstract
This exploratory study investigated the relationship between measures of Technological Pedagogical Content Knowledge (TPACK) and the self-efficacy beliefs of preservice teachers about technology integration. Within a single-group, pretest-posttest design, a correlational analysis identified several knowledge domains in the TPACK model that the researcher found to have a significant and positive correlation with self-efficacy beliefs about technology integration. A multiple regression analysis of pretest and posttest data indicated a change over time in the predictive relationship between the measures of knowledge in TPACK domains and self-efficacy beliefs. Findings from the study illustrate the changing nature of the complex relationship between knowledge and self-efficacy beliefs and highlight the potential areas of knowledge in TPACK domains that influence preservice teachers' beliefs about technology integration. (Contains 1 figure and 6 tables.)
Citation
Abbitt, J.T. (2011). An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers. Journal of Digital Learning in Teacher Education, 27(4), 134-143. Retrieved August 6, 2024 from https://www.learntechlib.org/p/54211/.
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