Relationship of Preservice Teachers’ Technological Pedagogical Content Knowledge with their Vocational Self-Efficacy Beliefs
Ismail Sahin, Selcuk University, Turkey ; Ahmet Oguz Akturk, Karamanoglu Mehmetbey University, Turkey ; Denise Schmidt, Iowa State University, United States
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
In the present study, the relationships between teacher candidates’ academic achievements in technology, pedagogy, and content knowledge areas were analyzed. All of the three individual knowledge domains were significantly related to each other. Also, preservice teachers’ vocational self-efficacy beliefs were analyzed through the lens of their technological pedagogical content knowledge (TPACK). It was found that the participants who received high grades in all of the three knowledge bases had the highest vocational self-efficacy beliefs. Results from this research study suggest that the three knowledge constructs should be treated in an integrated manner, not as separate constructs. Findings from the current study show that vocational self-efficacy served as a useful variable to find out the importance of TPACK. Overall, this study was conducted as an attempt to understand TPACK in detail and to help teacher educators and preservice teachers integrate the computer and other educational technologies into their curricula.
Sahin, I., Akturk, A.O. & Schmidt, D. (2009). Relationship of Preservice Teachers’ Technological Pedagogical Content Knowledge with their Vocational Self-Efficacy Beliefs. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 4137-4144). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE).