Title

Course design features influencing preservice teachers’ self-efficacy beliefs in their ability to support students’ use of ICT

Document Type

Journal Article

Publication Title

Journal of Digital Learning in Teacher Education

Publisher

Taylor & Francis

School

School of Education

RAS ID

36874

Comments

Martin, D. A., McMaster, N., & Carey, M. D. (2020). Course design features influencing preservice teachers’ self-efficacy beliefs in their ability to support students’ use of ICT. Journal of Digital Learning in Teacher Education, 36(4), 221-236. https://doi.org/10.1080/21532974.2020.1781000

Abstract

This study explores how using action plans, SMART goals, personal learning networking and peer teaching in a first-year education technology course influence pre-service teachers’ (PSTs’) self-efficacy beliefs in their technological pedagogical knowledge (TPK) and technological content knowledge (TCK). Pre- and post-course survey items from the Teaching Teachers for the Future project were administered to examine PSTs’ judgements of their self-efficacy to support students’ use ICT in the classroom, including digital and robotics technologies. Results showed a significant increase in PSTs’ confidence in using ICT in the classroom with the strongest effect-size for supporting students’ use of robotics and digital technologies (r > 0.5). Course design features are discussed with reference to the corresponding impact on PST self-efficacy with recommendations for improvements to practice.

DOI

10.1080/21532974.2020.1781000

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