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ERIC Number: EJ936541
Record Type: Journal
Publication Date: 2011
Pages: 10
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-2153-2974
An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers
Abbitt, Jason T.
Journal of Digital Learning in Teacher Education, v27 n4 p134-143 Sum 2011
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.)
International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A