The effect of student teaching experience and teacher beliefs on pre-service teachers’ self-efficacy and intention to use technology in teaching

Han, Insook; Shin, Won Sug; Ko, Yujung

doi:10.1080/13540602.2017.1322057

Cited by 77 publications

(42 citation statements)

References 25 publications

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“…New teachers also have a desire to develop the learning process in the classroom by involving technology use. Technology-centered teaching experiences increase teacher self-efficacy (Bahcivan et al, 2019;Han et al, 2017;Kauppinen et al, 2018). This aspect also gave satisfaction to the graduates' users or principals.…”

Section: Discussionmentioning

confidence: 92%

Readiness and Competence of New Teachers for Career as Professional Teachers in Primary Schools

Julia¹,

Subarjah²,

Maulana³

et al. 2020

EUROPEAN J ED RES

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This study aims at exploring the problem of the readiness and competence of new teachers to teach in primary schools. This study specifically focuses on identifying the readiness of new teachers to conduct teaching professionally, and analyzing their competence in conducting teaching. This study employs a mixed-method research design with data collected from two different approaches: a qualitative approach by conducting interviews and observation, and a quantitative approach by conducting a survey. The data were collected from lecturers, graduate teachers working as teachers, graduate teachers working not as teachers, and users of graduate teachers. The results of data collection and analysis were made into several themes. The results showed that the majority of graduates were ready to join the workforce as professional teachers with the risk that they had to accept the lack of welfare and legitimacy as unprofessional teachers because they had to attend further professional education programs. The education provided by the lecturers during their study in their institution in the aspects of knowledge and skills in the field of study and pedagogy became the foundation for new teachers in starting their careers as professional teachers in schools. A good educational process had produced teachers who have competencies with good categories in various aspects.

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Section: Discussionmentioning

confidence: 92%

Readiness and Competence of New Teachers for Career as Professional Teachers in Primary Schools

Julia¹,

Subarjah²,

Maulana³

et al. 2020

EUROPEAN J ED RES

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“…Sometimes they feel there is not enough administrative and technical support on the part of the higher education institution at which they work [23]. It is not uncommon that professor feel that the use of technology increases their workload [24][25][26]. These factors work to the detriment of effective use of technology in teaching and learning process.…”

Section: Technology-enhanced Learning In Higher Educationmentioning

confidence: 99%

Sustainable Higher Education and Technology-Enhanced Learning (TEL)

et al. 2018

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The field of education is not immune to advances in sophisticated information and communication technology (ICT). Going beyond the ICT-hype, the objective of this paper is to examine to what extent and how technology-enhanced teaching and learning (TEL) can enhance teaching and learning and, hence, turn them into levers of sustainable socio-economic growth and development. To address these questions, a multidimensional survey was developed and distributed internationally to lecturers/professors active in the field of higher education. The initial point of departure for this study was consistent with the well-referenced in the literature thesis that TEL has profound value added in view of enhancing the teaching and learning process. Yet, as the outcomes of the survey underpinning the discussion in this paper suggest, there is much more is at stake than that. Indeed, it is argued that several conditions need to be fulfilled if technology is to serve as a benefit, and not an obstacle to teaching and learning, and thus boost the delivery of quality education. This paper outlines them.which suggests that an intrinsic, albeit contentious, link exists between education and the ICT industry. Considering that the objective of research is to expand our knowledge and understanding of the world around us and to make research findings usable to all stakeholders, the interesting question is whether and how the inroad of technology in the field of education is of value to our societies.Quality education is one of the Sustainable Development Goals (SDGs) approved at the United Nations (UN) forum in 2015 [10]. In an attempt to go beyond the success of the Millennium Development Goals, the SDGs put forth the imperative to "ensure inclusive and quality education for all and promote lifelong learning" [10]. Quality education may be the key lever of sustainable development [9,11,12] around the world, i.e., including the developing and the developed world. In this view, the access to, the role, and the potential of the use of technology in teaching and learning become more than a slogan. Indeed, the definition of inclusive education [13] points out to the decisive role of technology-enhanced education vis-à-vis boosting technological innovativeness, strengthening the economy, enhancing awareness of environmental sustainability, and ultimately empowering people to secure their wellbeing. Undoubtedly, the inroad of technology in the field of education yields a great promise. As the use of ICT in classroom matures and so the debate on it, it is necessary to get back to basics, and going beyond the ICT-hype, to examine to what extent and how TEL can effectively add to teaching and learning, and, consequently, to the imperative of quality education and sustainable growth and development. To address these questions and concerns, a multidimensional international survey was run. The discussion in this paper draws from insights collected in this way and queries them. The reminder of the paper is structured as follows. Following a brief literat...

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“…In the relevant literature, it is possible to encounter research about identifying technology integration self-efficacy perceptions (Akgun, Ozgur & Cuhadar, 2016;Bakac & Ozen, 2017;Ceylan et al, 2014;;Ersoy, Yurdakul & Ceylan, 2016;Giles & Kent, 2016;Han, Shin & Ko, 2017;Ma & Cavanagh, 2018;Raphael & Mtebe, 2017;Sari et al, 2016;Sun, Strobel & Newby, 2017;Yagci, 2016) and technopedagogical education competence levels of teachers and pre-service teachers (Agyei & Voogt, 2015;Coklar, 2014;Kuskaya-Mumcu, Haslaman, & Kocak-Usluel, 2008;Kabakci-Yurdakul et al 2012;Redmond & Lock, 2013). Similarly, there are studies investigating the correlations between these (Abbitt, 2011;Karatas & Aslan-Tutak, 2017;Keser et al, 2015;Nathan, 2009;Unal, 2013).…”

Section: Introductionmentioning

confidence: 99%

Predictors of Technology Integration Self-Efficacy Beliefs of Preservice Teachers

Birişçi

Kul

2019

CONT ED TECHNOLOGY

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This correlational study aimed to investigate the prediction levels of technopedagogical education competency for technology integration self-efficacy beliefs of pre-service teachers. The study group comprised 174 pre-service teachers at the Faculty of Education of a university located in the Eastern Black Sea region of Turkey. Both "Technopedagogical Education Competency Scale" and "Technology Integration Self-Efficacy Perception Scale" were administered as data collection tools. The results of the study showed that pre-service teachers had high levels of technology integration self-efficacy beliefs, with a high-level positive correlation with technopedagogical education competency. In addition, the dimensions of technopedagogical education competency such as ethics, design, exertion and proficiency were revealed as the predictors of technology integration self-efficacy; moreover, predictive effects of exertion and proficiency dimensions are insignificant. The findings obtained from the present study are thought to be helpful for the development of pre-service teachers' technology integration self-efficacy beliefs.

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The effect of student teaching experience and teacher beliefs on pre-service teachers’ self-efficacy and intention to use technology in teaching

Cited by 77 publications

References 25 publications

Readiness and Competence of New Teachers for Career as Professional Teachers in Primary Schools

Readiness and Competence of New Teachers for Career as Professional Teachers in Primary Schools

Sustainable Higher Education and Technology-Enhanced Learning (TEL)

Predictors of Technology Integration Self-Efficacy Beliefs of Preservice Teachers

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