The DOI matches its Crossref record; 35 of the 37 references it cites were found in a registry or an index.
An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers
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 (Abbitt, 2011).”
In the citing paper
“as teachers who feel more capable of managing AI-related instructional challenges are more likely to experiment with new teaching approaches (Abbitt, 2011).”
In the citing paper
“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).”
Citations
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Cited by
Sorted by citations
Teacher beliefs and technology integration
Kim, C., Kim, M. K., Lee, C.-J., Spector, J. M., & DeMeester, K. (2012) · Teaching and Teacher Education · doi:10.1016/j.tate.2012.08.005 · Cited by 940
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A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap!
Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2017) · Australasian Journal of Educational Technology · doi:10.14742/ajet.3504 · Cited by 193
Metadata
- 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
- 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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