NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ980365
Record Type: Journal
Publication Date: 2012-Oct
Pages: 19
Abstractor: As Provided
Reference Count: 54
ISSN: ISSN-1042-1629
The Effect of Student Teaching Experience on Preservice Elementary Teachers' Self-Efficacy Beliefs for Technology Integration in the UAE
Al-Awidi, Hamed Mubarak; Alghazo, Iman Mohammad
Educational Technology Research and Development, v60 n5 p923-941 Oct 2012
This study examines the effect of the student teaching experience on preservice elementary teachers' self-efficacy beliefs and the sources of their beliefs about technology integration in teaching in the UAE. The participants were 62 pre-service elementary teachers at the United Arab Emirates University. Pre- and post-survey was administered to examine participants' self-efficacy beliefs for technology integration prior to and at the end of the teaching experience. Additionally, a purposeful subset of the sample (n = 16) were interviewed based on their high self-efficacy belies to explore the sources of the high self-efficacy beliefs. Results showed a significant effect of student teaching experiences on participants' judgment of their self-efficacy about technology integration. Mastery experience and vicarious experience reported to be the most influential sources of self-efficacy to integrate technology among preservice elementary teachers.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Arab Emirates