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Examining Elementary Education Teachers and Preservice Teachers’ Self-Efficacy Related to Technological Pedagogical and Content Knowledge (TPACK)

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Self-Efficacy in Instructional Technology Contexts

Abstract

Self-efficacy is the belief people have about their capabilities to produce effective results related to the events and challenges that affect their lives (Bandura, Self-efficacy: The exercise of control. New York: Freeman, 1997). Self-efficacy represents a powerful influence on the behaviors of teachers due to its impact on instructional choice, effort, and persistence. Purposeful technology integration in teaching is an example of how choice, effort, and persistence converge as teachers make decisions about the types of tools they use to support their teaching. Such technology integration brings together technological knowledge, pedagogical knowledge, and content knowledge—known as the TPACK framework. Few studies have been conducted examining preservice and in-service teachers’ self-efficacy for TPACK. This study uses a survey design to examine preservice and in-service teachers’ (n = 89) self-efficacy to integrate educational technology in their teaching practice. The study also describes and reports on ways that teacher educators support self-efficacy development of preservice and in-service teachers.

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Author information

Authors and Affiliations

  1. University of North Carolina at Charlotte, Charlotte, NC, USA

    Erik Jon Byker, S. Michael Putman, Drew Polly & Laura Handler

Authors
  1. Erik Jon Byker
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  2. S. Michael Putman
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  3. Drew Polly
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  4. Laura Handler
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Corresponding author

Correspondence to Drew Polly .

Editor information

Editors and Affiliations

  1. Georgia Southern University, Statesboro, GA, USA

    Charles B. Hodges

Appendix: Survey Questions

Appendix: Survey Questions

Research Question One (Four Point Likert Scale— Strongly Agree—Strongly Disagree)

  • I can select technologies to use that enhance what I teach, how I teach, and what students learn.

  • I can use strategies that combine content, technologies, and teaching approaches that I learned about in my coursework in my classroom.

  • I can provide leadership in helping others to coordinate the use of content, technologies, and teaching approaches at my school and/or district.

  • I can choose technologies that enhance the content for a lesson.

Research Question Two (Four Point Likert Scale—Strongly Agree—Strongly Disagree)

  • My mathematics education professors appropriately model combining content, technologies, and teaching approaches.

  • My literacy education professors appropriately model combining content, technologies, and teaching approaches.

  • My science education professors appropriately model combining content, technologies, and teaching approaches.

  • My social studies education professors appropriately model combining content, technologies, and teaching approaches.

  • My instructional technology/lesson planning professors appropriately model combining content, technologies, and teaching approaches.

  • My mentor/cooperating teachers for clinical appropriately model combining content, technologies, and teaching approaches.

Research Question Three (Essay)

  1. 1.

    Describe a specific episode where a professor or an instructor effectively demonstrated or modeled combining content, technologies, and teaching approaches in a classroom lesson. Please include in your description what content was being taught, what technology was used, and what teaching approach(es) was implemented.

  2. 2.

    Describe a specific episode where one of your PK-6 mentor/cooperating teachers effectively demonstrated or modeled combining content, technologies, and teaching approaches in a classroom lesson. Please include in your description what content was being taught, what technology was used, and what teaching approach(es) was implemented. If you have not observed a teacher modeling this, please indicate that you have not.

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Byker, E.J., Michael Putman, S., Polly, D., Handler, L. (2018). Examining Elementary Education Teachers and Preservice Teachers’ Self-Efficacy Related to Technological Pedagogical and Content Knowledge (TPACK). In: Hodges, C. (eds) Self-Efficacy in Instructional Technology Contexts. Springer, Cham. https://doi.org/10.1007/978-3-319-99858-9_8

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  • DOI: https://doi.org/10.1007/978-3-319-99858-9_8

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-99857-2

  • Online ISBN: 978-3-319-99858-9

  • eBook Packages: EducationEducation (R0)

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