An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers

Abbitt, Jason T.

doi:10.1080/21532974.2011.10784670

Cited by 472Mathematics Education and Teaching TechniquesTeacher Education and Leadership StudiesEducation and Technology Integration

An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers

Abbitt, Jason T.·2011·Journal of Digital Learning in Teacher Education

DOI 10.1080/21532974.2011.10784670

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Abstract

This exploratory study investigated the relationship between measures of Technological Pedagogical Content Knowledge (TPACK) and the self-efficacy beliefs of preservice teachers about technology integration. Within a single-group, pretest-posttest design, a correlational analysis identified several knowledge domains in the TPACK model that the researcher found to have a significant and positive correlation with self-efficacy beliefs about technology integration. A multiple regression analysis of pretest and posttest data indicated a change over time in the predictive relationship between the measures of knowledge in TPACK domains and self-efficacy beliefs. Findings from the study illustrate the changing nature of the complex relationship between knowledge and self-efficacy beliefs and high-light the potential areas of knowledge in TPACK domains that influence preservice teachers’ beliefs about technology integration.

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Such mastery experiences form an important source of TSE.
“Such mastery experiences form an important source of TSE (Abbitt, 2011).”
From AI teaching innovation behavior among college teachers: a structural equation modeling analysis based on the AI-TPACK framework, teaching self-efficacy, professional identity, and AI literacy (2026) · cites this paper as Abbitt, 2011
Teachers who feel more capable of managing AI-related instructional challenges are more likely to experiment with new teaching approaches.
“as teachers who feel more capable of managing AI-related instructional challenges are more likely to experiment with new teaching approaches (Abbitt, 2011).”
From AI teaching innovation behavior among college teachers: a structural equation modeling analysis based on the AI-TPACK framework, teaching self-efficacy, professional identity, and AI literacy (2026) · cites this paper as Abbitt, 2011
Teaching self-efficacy may represent a psychological pathway through which AI-TPACK is translated into innovative practice.
“Teaching self-efficacy (TSE) may therefore represent a psychological pathway through which AI-TPACK is translated into innovative practice, as teachers who feel more capable of managing AI-related instructional challenges are more likely to experiment with new teaching approaches (Abbitt, 2011).”
From AI teaching innovation behavior among college teachers: a structural equation modeling analysis based on the AI-TPACK framework, teaching self-efficacy, professional identity, and AI literacy (2026) · cites this paper as Abbitt, 2011

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Authors: Abbitt, J. T.
Affiliations: Miami University (US)
Corresponding author: Abbitt, Jason T.
ORCID: Abbitt, Jason T.
Venue: Journal of Digital Learning in Teacher Education
Publisher: Informa UK Limited
Published: 2011-06
Volume: 27
Issue: 4
Pages: 134-143
ISSN: 2153-2974 (ISSN-L)
2332-7383
DOI: 10.1080/21532974.2011.10784670
OpenAlex: W2104504902
Cited by: 472
References: 37
Citations by year: 2026: 27 · 2025: 21 · 2024: 28 · 2023: 55 · 2022: 55 · 2021: 47 · 2020: 37 · 2019: 36 · 2018: 37 · 2017: 31 · 2016: 29 · 2015: 30 · 2014: 20 · 2013: 10 · 2012: 7
FWCI: 58.22
Type: journal article
Language: en
Open access: closed
Locations: Journal of Digital Learning in Teacher Education (publishedVersion)
Topics: Social Sciences › Education › Mathematics Education and Teaching Techniques
Social Sciences › Education › Teacher Education and Leadership Studies
Social Sciences › Education › Education and Technology Integration
Keywords: technological pedagogical content knowledge, TPACK, self-efficacy, technology integration, pre-service teachers, teacher knowledge domains, teacher professional development

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An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers

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