Differences and Developments in Attitudes and Self-Efficacy of Prospective Chemistry Teachers Concerning the Use of ICT in Education

Abstract

ICT belongs to modern life and is playing a growing role in education. For effective implementation of ICT in the classroom, teachers need to develop both positive attitudes and self-efficacy towards using these tools in educational settings. However, information measuring how positive such attitudes towards and how developed teachers' self-efficacy on the use of ICT in education are remains scarce. This study examines the development of prospective chemistry teachers' ICT-related attitudes and their corresponding self-efficacy. It focuses on secondary level chemistry pre-service teachers' attitudes and self-efficacy concerning the use of ICT in education in general, and in chemistry teaching in particular. Data was collected from pre-service teachers (n = 239) at different stages of their teacher education programs. The study describes the progression of domain-specific self-efficacy. It also investigates gender differences and highlights the influence of seminars on the use of ICT in science education.

Analysing Teachers’ Representations of Digital Technology Using a Grounded Theory Approach

“…In return, these beliefs, cognitions, common knowledge, perceptions or aggregate of all these common understandings influence the decisions individuals make and actions they take (Abric, 1993(Abric, , 1994Gabillon, 2005;Moscovici, 2000bMoscovici, , 1988. Other theories in psychology and educational psychology are also supportive of the notion that beliefs (e.g., self-beliefs, self-efficacy beliefs, representations) have an impact on individuals' attitudes, motivations and consequently on their actions (e.g., Krause, Pietzner, Dori, & Eilks, 2017;Pajares, 1992;Weiner, 1980Weiner, , 1985. SRT has been applied to a broad array of topics and domains ranging from education, health, science, new technology, identity and so forth (Abric, 1994;Bauer & Gaskell, 1999;Christidou, Dimopoulos, & Koulaidis, 2004;Gabillon, 2005Gabillon, , 2012.…”

Integration of Project Activity to Enhance the Scientific Process Skill and Self-Efficacy in Zoology of Vertebrate Teaching and Learning

“…Therefore, it is important that the full skill of the scientific process are also observed. Self-efficacy is considered very essential or the success in the classroom (Krause, Pietzner, Dori, & Eilks, 2017). Although, this factor cannot be regarded solely as predictor for the academic success.…”

El uso del Ambiente Virtual de Aprendizaje entre el profesorado de educación superior: un análisis de género

“…Para el caso particular de la educación superior, como elemento destacable, encontramos que, en las últimas dos décadas, el uso de Ambientes Virtuales de Aprendizajes (AVA) (por Ambiente Virtual de Aprendizaje entendemos el conjunto de entornos de interacción, sincrónica y asincrónica, donde, con base en un programa curricular, se lleva a cabo el proceso enseñanza-aprendizaje, a través de un sistema de administración de aprendizaje), ha vivido una significativa extensión (Bidarian & Davoudi 2011). Entre los motivos que pueden explicar este fenómeno, se identifica la agilidad en la sistematización del trabajo de gestión y planificación docente, que ha hecho que, en numerosas instituciones superiores, el uso de los AVA, se haya vuelto obligatorio para el quehacer diario del profesorado (Krause et al 2017). Junto con esto encontramos la contribución, que los AVA han demostrado aportar, al mejoramiento de la comunicación entre estudiantes y docentes; en el diseño de actividades prácticas de aprendizaje y de evaluación facilitando, de tal manera, el uso de modelos de enseñanza-aprendizaje centrados en el estudiante, promoviendo el trabajo colaborativo y el intercambio de información (Rodrìguez et al 2016).…”