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The effect of student teaching experience on preservice elementary teachers’ self-efficacy beliefs for technology integration in the UAE

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Abstract

This study examines the effect of the student teaching experience on preservice elementary teachers’ self-efficacy beliefs and the sources of their beliefs about technology integration in teaching in the UAE. The participants were 62 pre-service elementary teachers at the United Arab Emirates University. Pre- and post-survey was administered to examine participants’ self-efficacy beliefs for technology integration prior to and at the end of the teaching experience. Additionally, a purposeful subset of the sample (n = 16) were interviewed based on their high self-efficacy belies to explore the sources of the high self-efficacy beliefs. Results showed a significant effect of student teaching experiences on participants’ judgment of their self-efficacy about technology integration. Mastery experience and vicarious experience reported to be the most influential sources of self-efficacy to integrate technology among preservice elementary teachers.

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Authors and Affiliations

  1. Department of C&I, Faculty of Education, United Arab Emirates University, PO Box 17551, Al Ain, United Arab Emirates

    Hamed Mubarak Al-Awidi & Iman Mohammad Alghazo

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  1. Hamed Mubarak Al-Awidi
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  2. Iman Mohammad Alghazo
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Correspondence to Hamed Mubarak Al-Awidi.

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Al-Awidi, H.M., Alghazo, I.M. The effect of student teaching experience on preservice elementary teachers’ self-efficacy beliefs for technology integration in the UAE. Education Tech Research Dev 60, 923–941 (2012). https://doi.org/10.1007/s11423-012-9239-4

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