Journal of Technology and Teacher Education Volume 24, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This paper reports on two studies designed to examine pre-service teachers’ self-efficacy beliefs. Study I investigated the measurement properties of a self-efficacy beliefs questionnaire comprising scales for computer self-efficacy, teacher self-efficacy, and self-efficacy towards technology integration. In Study I, 200 pre-service teachers completed the self-efficacy questionnaire. Confirmatory factor analyses resulted in a modified measurement model consisting of the three hypothesized self-efficacy scales. Study II reports on an intervention to clarify the effects of digital video composition experiences on these same three self-efficacy variables. Participants were 22 pre-service teachers and 16 adult education students enrolled in a Finnish university education course. Data comprised pre- and post-measures of self-efficacy with the instrument validated in Study I. The results showed, in particular, a significant increase in pre-service teachers’ beliefs in all three aspects of self-efficacy. Provision of hands-on engagement with technologies appears to be an effective way to enhance pre-service teachers’ confidence in using technology in their teaching.
Keywords: teacher self-efficacy, computer self-efficacy, self-efficacy towards technology integration, digital video composing, teacher education
Kiili, C., Kauppinen, M., Coiro, J. & Utriainen, J. (2016). Measuring and Supporting Pre-Service Teachers' Self-Efficacy towards Computers, Teaching, and Technology Integration. Journal of Technology and Teacher Education, 24(4), 443-469. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 20, 2019 from https://www.learntechlib.org/primary/p/152285/.
© 2016 Society for Information Technology & Teacher Education
Natasha H. Chenowith & Richard E. Ferdig, Kent State University, United States
Journal of Technology and Teacher Education Vol. 24, No. 4 (October 2016) pp. 373–382
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