The influence of pedagogical beliefs on technology acceptance: a structural equation modeling study of pre-service mathematics teachers

Gürer, Meli̇h Derya; Akkaya, Recai

doi:10.1007/s10857-021-09504-5

Cited by 20 publications

(18 citation statements)

References 40 publications

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“…The result showed that TPB has a significant influence on PU and PEU. This result is consistent with the current study results of [ 59 ] and from prior studies [ 48 , 58 ], which reported that the relationship between TPB with PU and PEU is not significant.…”

Section: Resultssupporting

confidence: 94%

“…Both of them have a significant relationship with PU and PEU. This confounding result can be explained in three reasonable ways; The first is that most participant lecturers hold both pedagogical beliefs [ 59 ]. Might be participant lecturers utilise a “blended” pedagogical approach (using traditional and constructivist pedagogical beliefs), allowing them to merge differences between their student-centred beliefs and their teacher-centred practices.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Examining the influence of the pedagogical beliefs on the learning management system usage among university lecturers in the Kurdistan Region of Iraq

Sulaiman

Mahomed

Rahman

et al. 2022

Heliyon

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Section: Resultssupporting

confidence: 94%

Section: Discussionmentioning

confidence: 99%

Examining the influence of the pedagogical beliefs on the learning management system usage among university lecturers in the Kurdistan Region of Iraq

Sulaiman

Mahomed

Rahman

et al. 2022

Heliyon

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“…Por otro lado, con este test se validan las dimensiones planteadas por Cheng et al ( 2021) y los aportes de Liu et al (2017), Tondeur (2020) y Venkatesh et al (2003). Así, se asume la interrelación de los factores que intervienen en el pensamiento docente respecto de la aceptación y uso de las TIC (Gurer & Akkaya, 2021;Mason & Rich, 2019;Moliner et al, 2021;Oyunge, 2021). Además, permitirá evaluar la efectividad de los programas de capacitación en TIC para docentes en formación y servicio (Rich et al, 2021); puesto que la integración de las TIC está determinada por barreras externas e internas (Cheng et al, 2021;Tondeur, 2020) y se debe tomar en cuenta la cognición de los maestros desde las etapas formativas en una visión constructivista de sus aprendizajes (Borg, 2003;Chong et al, 2005).…”

Section: Discussionunclassified

“…No obstante, Mason y Rich (2019) encontraron una investigación limitada, pero creciente, sobre cómo preparar eficazmente a los profesores para integrar la TIC. Así, con un énfasis cada vez mayor en el desarrollo profesional de la TIC, se requieren instrumentos para medir la eficacia y los factores que afectan la aceptación y uso de las TIC (Gurer & Akkaya, 2021;Oyunge, 2021). Al respecto, hay que considerar que la integración de las TIC es un proceso complejo y determinado por barreras externas (aspectos ambientales como disponibilidad tecnológica, apoyo técnico, financiación) e internas (aspectos personales como creencias sobre la enseñanza y el aprendizaje, las actitudes hacia las TIC, y la apertura al cambio) (Cheng et al, 2021;Tondeur, 2020).…”

Section: Componentes De Las Creencias Docentesunclassified

Propiedades psicométricas de una prueba sobre creencias docentes respecto de la integración de las TIC

Beteta¹,

Domínguez²,

Rodríguez³

2022

Red

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This study is part of a doctoral research that analyzes the relationship between socioemotional competencies (SEC) and the teaching beliefs of secondary school teachers. In this sense, it is necessary to have a valid, reliable instrument adapted to the sociocultural reality of public school teachers in Metropolitan Lima in coherence with international theoretical frameworks and existing empirical research. Thus, an ad hoc test was designed under the Classical Test Theory, taking into account a classification of teaching beliefs, and the respective psychometric analysis was carried out. A total of 393 teachers from the seven Local Educational Management Units (UGEL) of Metropolitan Lima participated. The methodology included the determination of content and construct validity, as well as the analysis of reliability by internal consistency. This research provides an instrument of 30 items on a Likert scale with optimal validity and reliability indicators for the Peruvian reality with the possibility of being extrapolated to other South American contexts for the diagnosis, research and evaluation of the effectiveness of ICT training programs within the framework of the paradigm of teacher thinking. Este estudio forma parte de una investigación doctoral que analiza la relación entre las competencias socioemocionales (CSE) y las creencias docentes del profesor de secundaria. En este sentido es necesario contar con un instrumento válido, confiable y adaptado a la realidad sociocultural de los maestros de escuelas públicas de Lima Metropolitana en coherencia con los marcos teóricos internacionales y la investigación empírica existente. Así, se diseñó una prueba ad hoc bajo la Teoría Clásica de los Test, teniendo en cuenta una clasificación de las creencias docentes y se realizó el análisis psicométrico respectivo. En total participaron 393 docentes pertenecientes a las siete Unidades de Gestión Educativa Local (UGEL) de Lima Metropolitana. La metodología abarcó la determinación de la validez de contenido y constructo; así como el análisis de confiabilidad por consistencia interna. Con esta investigación se provee un instrumento de 30 ítems en una escala Likert con indicadores de validez y confiabilidad óptimos para la realidad peruana con posibilidad de ser extrapolado a otros contextos sudamericanos para el diagnóstico, investigación y evaluación de la efectividad de programas de capacitación en TIC en el marco del paradigma del pensamiento docente.

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“…Moreover, Farjon et al (2019) found that teachers' beliefs had a significant effect on intention. Gurer and Akkaya (2021) revealed through a study of 714 pre-service teachers that constructivist pedagogical beliefs (CPB) had a greater effect on intention compared with transmissive pedagogical beliefs. However, Kramarski and Michalsky (2015) found that although pre-service teachers preferred CPB, they had concerns about technology integration (Batane and Ngwako, 2016).…”

Section: Introductionmentioning

confidence: 99%

Explaining Pre-service Teachers’ Intentions to Use Technology-Enabled Learning: An Extended Model of the Theory of Planned Behavior

et al. 2022

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This study proposed an extended theory of planned behavior (TPB) to examine the factors that influence pre-service teachers’ intention to use technology-enabled learning, using constructivist pedagogical beliefs (CPB) and information and communication technologies (ICT) competencies as antecedent variables for attitudes, subjective norms (SNs), and perceived behavioral control. An online study was conducted with a random sample of pre-service teachers from 7 universities in China, and 811 validated questionnaires were obtained. The results showed that the extended TPB model explained 75% of the variance in intention; attitude, SNs, and perceived behavioral control had a positive and significant effect on intention. Furthermore, SNs had a positive and significant effect on attitude and perceived behavioral control. CPB were the antecedent variables for attitude, SNs, perceived behavioral control, and ICT competencies. ICT competencies were the antecedent variable for SNs and perceived behavioral control. Additionally, through multi-group analysis, this study found significant differences in path relationships between the lower and higher-grade groups. The effect of perceived behavioral control on intention diminished with increased grade level. The effect of SNs on perceived behavioral control reduced. The effect of CPB on attitude and perceived behavioral control on intention diminished. The effect of SNs on attitude increased. This study verified that adding the relationship between antecedent variables of theoretical factors and theoretical factors is an effective way to expand TPB and provided a reference for future studies to focus on the related intention of pre-service teachers. Furthermore, it recommends that Chinese universities should eliminate the hindering influence of CPB, ICT competencies, attitudes, SNs, and perceived behavioral control in the process of preparing pre-service teachers. They should also pay attention to the individual differences of students in different grades and the problems that arise in the existing training.

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The influence of pedagogical beliefs on technology acceptance: a structural equation modeling study of pre-service mathematics teachers

Cited by 20 publications

References 40 publications

Examining the influence of the pedagogical beliefs on the learning management system usage among university lecturers in the Kurdistan Region of Iraq

Examining the influence of the pedagogical beliefs on the learning management system usage among university lecturers in the Kurdistan Region of Iraq

Propiedades psicométricas de una prueba sobre creencias docentes respecto de la integración de las TIC

Explaining Pre-service Teachers’ Intentions to Use Technology-Enabled Learning: An Extended Model of the Theory of Planned Behavior

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