Course design features influencing preservice teachers’ self-efficacy beliefs in their ability to support students’ use of ICT

Martin, David; McMaster, Natalie; Carey, Michael

doi:10.1080/21532974.2020.1781000

Cited by 7 publications

(11 citation statements)

References 29 publications

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“…The lack of explicit pedagogical strategies to make connections to targeted curricular concepts was also not explicit in the self-guided intervention and may have contributed to PSTs smaller gains in confidence to use robotics in their future teaching. It has been shown that when PSTs are exposed to structured, hands-on learning experiences with robotics that have strong connections to the K-12 curriculum, PST confidence to teach with robotics increased (Martin et al, 2020;Schina et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…The findings showed that self efficacy towards educational robotics such as PSTs skills and knowledge about how to use robotics for classroom instruction and for teaching science improved after participation in the ER training module. In another study,Martin et al (2020) explored ECE and Primary Education PSTs self-efficacy beliefs to use appropriate technology including robotics in teaching in a technology course at an Australian university. A sample of 92 participants completed a pre-post self efficacy survey.…”

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confidence: 99%

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Preservice teachers’ science learning and self-efficacy to teach with robotics-based activities: Investigating a scaffolded and a self-guided approach

Jaipal-Jamani

2023

Front. Educ.

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IntroductionRobotics is viewed as a viable pedagogical strategy for STEM learning because it is characterized by many practices common to the STEM disciplines such as engineering design. With many national curricular calling for STEM integration in K-12 formal educational settings, there is a need for empirical evidence about the effectiveness of different pedagogical approaches to teach with robotics-based activities to promote curriculum learning outcomes and teaching practice. This exploratory study investigated the effectiveness of a scaffolded robotics intervention and a self-guided robotics intervention on pre-service teacher knowledge (PST) of science concepts related to gears and on PST self-efficacy to teach with the robotics-based activities.MethodsA quasi-experimental, pre-post intervention study was implemented with two non-equivalent groups of elementary preservice teachers (PSTs) in a Bachelor of Education program. PSTs in the self-guided group (n = 11) worked with robotics kits in the library at their own pace. PSTs in the scaffolded intervention group (n = 16) were guided through the activity by the author with instructional scaffolds. IBM SPSS Statistics 27 was used to analyze the data.ResultsThe relationship between intervention type and gains in science knowledge was not statistically significant for the self-guided group but was statistically significant for the scaffolded group suggesting that scaffolding supported PST’s learning of the science concepts. With respect to PST self-efficacy to teach with the robotics-based activity, both intervention types revealed statistically significant gains from pre to post tests, however effect sizes indicated that the scaffolded intervention resulted in greater gains in PST self-efficacy to teach with the robotics-based activities.DiscussionThe results provide exploratory evidence that the scaffolded robotics approach, modelled for and experienced by the pre-service teachers in this study, was effective for their learning of science curricular concepts related to gears and for developing their self-efficacy for teaching the robotics-based activities. It should be noted that findings may not be generalizable due to the small sample sizes, especially of the self-guided group. Nevertheless, the findings do provide insights for teacher educators incorporating robotics-based activities into curricular courses such as science methods as it provides specific examples of scaffolds that were effective for science learning and for developing PST self-efficacy. The study also contributes to the literature on instructional strategies that promote robotics adoption in K-12 schools to support development of STEM knowledge and skills.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Preservice teachers’ science learning and self-efficacy to teach with robotics-based activities: Investigating a scaffolded and a self-guided approach

Jaipal-Jamani

2023

Front. Educ.

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“…A previous study with first-year PSTs (Martin et al, 2020) used an innovative course design that aimed to enhance their TPACK confidence. The innovative course design included an online technology skills audit and assessment tasks comprising action plans, SMART goals, personal learning networking, and peer teaching.…”

Section: Introductionmentioning

confidence: 99%

“…The findings were based on a 12-item confidence survey conducted pre-and post-course. In the discussion of the findings, Martin et al (2020) made several proposals for improving education technologies coursework to support the development of PSTs' TPACK. One suggestion was that PSTs' TPACK confidence could be further developed by providing experiences for them to demonstrate knowledge of a range of specific technologies used for teaching and learning in creative ways.…”

Section: Introductionmentioning

confidence: 99%

Assessing primary school preservice teachers’ confidence to apply their TPACK in specific categories of technologies using a self-audit survey

Martin,

Carey,

McMaster

et al. 2024

Aust. Educ. Res.

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Internationally, university teacher educators have acted on the requirement that practising teachers need to be operational users of technologies. In response, coursework has been restructured to develop preservice teachers’ (PSTs) use and application of educational technologies for teaching and learning purposes. This paper presents the development and use of a self-audit survey designed to guide primary school PSTs’ self-directed learning and assessments in 10 specific categories of technologies, and to improve their confidence to apply their knowledge. The survey was administered to 296 PSTs in a pre- and post-course design and validated post hoc with Rasch analysis. Pre- and post-course comparison of responses showed significant increases in the PSTs’ self-assessed confidence in their abilities across all ability categories with medium to large effect sizes (r = .42–.82). The survey had utility, providing each PST with a customised report with which to identify their technology learning needs; it also provided PSTs with the agency to be self-directed in their learning. The survey has the potential to provide teacher educators with fine-grained information regarding which technological pedagogical and content knowledge (TPACK) being currently taught can be adopted, adapted, or rejected to maximise PSTs’ TPACK development.

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“…Moreover, as other authors [8,9] indicated, students' motivation and self-concept may also be increased by including digital tools in peer tutoring activities. Although several studies have contributed to the literature in the field and the potentiality of this combination has been strengthened, most authors argue that this field of study is still underdeveloped [10][11][12][13][14].…”

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confidence: 99%

Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School

2022

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Peer tutoring in combination with math digital tools was employed with middle school students learning mathematics. A total of 112 students in 9th grade (14 to 15 years old) participated in the study. A pretest–posttest with control group design was used. Students worked with systems of linear equations during the experience. The effects of the intervention of peer tutoring in combination with math digital tools on students’ mathematics achievement were examined using quantitative methods. The way students in the experimental group learned and their motivation towards using digital tools compared with students in the control group were analysed qualitatively. Statistically significant improvements and a large effect size were reported for students’ mathematics achievement in the experimental group. No statistically significant differences were reported between the pretest and the posttest for the control group. The qualitative analyses revealed that students in the experimental group achieved a higher level of autonomous learning, showed a greater association of mathematical concepts, helped their peers more, did more exercises and problems than students in the control group, and enjoyed the experience.

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Course design features influencing preservice teachers’ self-efficacy beliefs in their ability to support students’ use of ICT

Cited by 7 publications

References 29 publications

Preservice teachers’ science learning and self-efficacy to teach with robotics-based activities: Investigating a scaffolded and a self-guided approach

Preservice teachers’ science learning and self-efficacy to teach with robotics-based activities: Investigating a scaffolded and a self-guided approach

Assessing primary school preservice teachers’ confidence to apply their TPACK in specific categories of technologies using a self-audit survey

Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School

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