Technological pedagogical content knowledge self-efficacy of pre-service science and mathematics teachers: A comparative study between two Zambian universities

Abstract

Pre-service science and mathematics teachers’ beliefs and attitudes concerning technology integration significantly influence how confident they are to integrate technology into their teaching. This study is a comparative examination of the technological pedagogical content knowledge (TPACK) self-efficacy of 202 pre-service science and mathematics teachers enrolled at two Zambian universities. It also investigated the influence of selected demographic variables on the TPACK self-efficacy of pre-service science and mathematics teachers. The study employed a cross-sectional survey research design to collect data, which was analyzed using the independent samples t-test and one-way ANOVA. The findings reveal that pre-service teachers have moderate TPACK self-efficacy. Furthermore, the results indicate that students’ self-efficacy at the two universities was not statistically different (t[200]=2.11, p=.83); nonetheless, their TPACK self-efficacy was influenced by gender, year of study and subject specialization in some TPACK constructs. The implications of these findings were discussed.

Analisis Faktor Pengembangan Instrumen Pengukuran Keterampilan Abad 21 Siswa Sekolah Menengah Atas

“…Domain yang keempat yaitu kemampuan berpikir inventif yang merupakan keterampilan kognitif yang sangat penting dalam membuat tugas-tugas tertentu lebih mudah dan sederhana khusunya dengan bantuan teknologi. Dalam studi ini, keterampilan berpikir inventif mengacu pada keterampilan yang dibutuhkan siswa yaitu fleksibilitas, pengaturan diri, dan rasa ingin tahu (Ajayi, 2018;Bwalya & Rutegwa, 2023;Suwono et al, 2022). Keterampilan-keterampilan tersebut merupakan unsur nilai yang dimasukkan dalam kerangka pengembangan instrumen ini karena sejalan dengan aspirasi pendidikan nasional untuk menghasilkan individu yang tidak hanya berpengetahuan dan juga terampil tetapi mereka juga memiliki sopan santun dan nilainilai yang baik dalam mengatur dirinya.…”

The effect of conceptual understanding principles-based training program on enhancement of pedagogical knowledge of mathematics teachers

“…Based on the importance of mathematics teachers' knowledge, and the significance of training them to be effective teachers in mathematics learning environments, research studies were conducted on conceptual understanding and pedagogical knowledge of mathematics teachers, as separate variables, around the world and in Jordan (Al-Barakat et al, 2022a;Al-Hassan et al, 2012;Al-Tarawneh, 2019;Bwalya & Rutegwa, 2023;Fraihat et al, 2022;Khasawneh et al, 2023;Mapulanga et al, 2022;Meier, 2021;Shaqar, 2020).…”

“…In the same context, numerus researchers (Mapulanga et al, 2022;Meier, 2021;Ponte, 2001) raised several issues facing the mathematics teacher in planning and practice in the classroom; These include selecting and designing investigative situations, adapting and adopting curriculum vocabulary, selecting teaching and assessment tasks, formulating objectives, and defining the form of procedures that fit the characteristics of students and their previous experiences. Moreover, some studies (Alali & Al-Barakat, 2022;Bwalya & Rutegwa, 2023;Ponte, 2001) identified a set of characteristics of the learning tasks in the classroom, the most prominent of which are that they are rich in concepts, unfamiliar, require justification, and stimulate solving the issue in various life contexts. In addition, it was emphasized that professional development programs can be achieved through courses, projects, exchange of experiences, readings, reflection on the experiences of others, and others, and that they must balance theory and practice (Bwalya & Rutegwa, 2023;Mapulanga et al, 2022;Meier, 2021;Ponte, 2001).…”

“…Golding (2017) emphasized that the development in the process of teaching mathematics goes beyond the teacher's knowledge of the mathematical content, but rather a teacher who is skilled in the pedagogy of the mathematical content. Aviyantian (2020) and Bwalya and Rutegwa (2023) also indicated that the decisions made by mathematics teachers in the classroom are shaped by their mathematical and pedagogical knowledge. There are several goals that can be achieved through the professional development of teachers, including enhancing teachers' self-understanding of mathematics, identifying the various possible ways of understanding among students, and their misunderstanding in mathematics, as well as raising the level of pedagogical effectiveness of teachers, and their involvement in solving mathematical problems in a participatory manner.…”

“…In the context of the professional development of the in-service mathematics teacher, Schwarz and Kraiser (2019) consider it as one of the most important factors that play a role in the effectiveness of school education, due to the results of studies that indicated the 2 / 19 relationship between the professional knowledge of the mathematics teacher and the performance of his students; so they put forward two interrelated research scenarios, namely, the teacher's transition from the novice to the skilled, and the evaluation and development of the teacher's professional competence (Aviyantian, 2020;Bataineh et al, 2007;Bwalya & Rutegwa, 2023;Mapulanga et al, 2022;Yang et al, 2021).…”