Technological Pedagogical Content Knowledge Self-efficacy Research Articles

TPACK and Teachers’ Self-Efficacy: A Systematic Review

Technological Pedagogical Content Knowledge (TPACK) studies have surged over the past few years, however, there is a lack of studies that have comprehensively reviewed and synthesized data on teachers’ TPACK self-efficacy. The present review aimed to provide data on research methods, study samples, subject domains, and evaluation approaches used in the TPACK studies to date. The review also aimed to analyze teachers’ TPACK self-efficacy, self-efficacy beliefs, computer self-efficacy, and technology support concerning professional development. Five best bets (most searched databases) were selected on the Electronic Business Source Complete (EBSCO) host platform. An abstract level screening was conducted for 136 peer-reviewed articles, and 75 articles were selected for the detailed screening. The analyses were focused on year-wide appearance of TPACK studies, research methods, study samples, subject domains, and evaluation approaches used. The growth and development of TPACK self-efficacy was examined using the narrative approach. Results indicated that professional development interventions were effective in improving teachers’ TPACK self-efficacy. Also, TPACK-based argumentation practices helped participants strengthen their perceptions toward the integration of technology in classrooms. The implications of the findings for teacher preparation programs and other professional development activities were presented.

STEM Preservice Teachers’ e-Readiness for Online Multimodal Teaching Methods Usage in Pietermaritzburg, South Africa: Analysis Through the Adapted TPACK Framework

Education institutions globally, are increasingly driven to integrate innovative technologies in teaching spaces. While many studies have been conducted on e-learning, blended learning and m-learning, only a few studies have concentrated on the STEM preservice teachers’ e-readiness for using online multimodal teaching methods in developing economic contexts. Therefore, the purpose of this paper is to examine the interplay of experiences, attitudes and technological pedagogical content knowledge (TPACK) self-efficacy as they influence STEM preservice teachers’ e-readiness for implementing online multimodal teaching. This paper employed a descriptive online survey method and a stratified random sampling technique to collect data from 204 final-year STEM preservice teachers on a teacher training programme in South Africa. Statistical tools of confirmatory factor analysis, exploratory factor analysis, bivariate and correlation analysis were employed on the collected data. The results revealed that STEM preservice teachers have positive attitudes towards multimodal online learning. However, STEM preservice teachers do not feel confident in using multimodal online resources in their teaching. In addition, this paper found that experiences of online multimodal teaching impacted on preservice teachers’ attitudes and resultantly, STEM preservice teachers’ TPACK self-efficacy. The results and discussions inform the design for improvement in online multimodal teaching methods e-readiness and usage by preservice teachers. Recommendations include resource support, alignment of teacher training curricula and development of practicum practices for overall improvement of preservice teachers’ experiences.

Technological pedagogical content knowledge self-efficacy of pre-service science and mathematics teachers: A comparative study between two Zambian universities

Pre-service science and mathematics teachers’ beliefs and attitudes concerning technology integration significantly influence how confident they are to integrate technology into their teaching. This study is a comparative examination of the technological pedagogical content knowledge (TPACK) self-efficacy of 202 pre-service science and mathematics teachers enrolled at two Zambian universities. It also investigated the influence of selected demographic variables on the TPACK self-efficacy of pre-service science and mathematics teachers. The study employed a cross-sectional survey research design to collect data, which was analyzed using the independent samples t-test and one-way ANOVA. The findings reveal that pre-service teachers have moderate TPACK self-efficacy. Furthermore, the results indicate that students’ self-efficacy at the two universities was not statistically different (t[200]=2.11, p=.83); nonetheless, their TPACK self-efficacy was influenced by gender, year of study and subject specialization in some TPACK constructs. The implications of these findings were discussed.

Öğretmenlerin Teknolojik Pedagojik Alan Bilgisi ve Eğitim Bilişim Ağı’nı (EBA) Kullanma Öz-Yeterlikleri

This study attempted to explore teachers’ self-efficacy perceptions of Education Informatics Network (EIN) use and identify whether their self-efficacy perception of Technological Pedagogical Content Knowledge (TPACK) was a predictor of their self-efficacy perceptions levels of Education Informatics Network use. This study also sought to whether teachers’ TPACK self-efficacy perception levels and self-efficacy perceptions of the EIN use differ according to age, professional experience, school type, level of computer use, and in-service training for EIN use. This study was conducted with 228 teachers from different departments, who worked in high schools in Hatay/ Antakya during the 2016-2017 education year. The correlational survey model was employed in the study, and the TPACK self-efficacy and the EIN self-efficacy scales were implemented as data collection tools. The collected data was analyzed on SPSS statistical program using descriptive statistics, independent t-test, ANOVA and simple regression analysis. According to the results of the study, teachers' TPACK self-efficacy perceptions differed statistically according to age, occupational experience, and the level of use of the computer, while using EIN self-efficacy perceptions do not differ statistically. However, teachers’ self-efficacy perceptions levels EIN use showed a significant difference in terms of the school type and in-service training for EIN use. A striking result of the study was that the TPACK self-efficacy perception levels of the teachers did not predict their self-efficacy perception levels of the EIN use.

Two Approaches to Investigate Preservice Teachers’ TPACK Competencies and Self-Regulated Learning Skills in Turkiye and the United States

In this study the investigators used two different approaches to investigate preservice teachers’ Technological Pedagogical Content Knowledge (TPACK) competencies and self-regulated learning skills (SRL). The first study was conducted at Ahmet Keleşoğlu Education Faculty, Necmettin Erbakan University (NEU), Konya, Turkiye and the second study was conducted at Arkansas Tech University (ATU), Arkansas, the United States. The data from the participants at NEU was collected from 375 preservice teachers to examine the correlation among preservice teachers’ TPACK competencies, SRL and their gender and years of study. Although the findings revealed that preservice teachers’ TPACK competencies differed by their gender and year of study, there was no significant difference in their SRL skills. Finally, the results indicated that there were positive and significant relationships between the preservice teachers’ TPACK competencies and their self-regulated learning skills. The data from the ATU participants was collected from 66 preservice teachers (54 undergraduates, 12 graduate). The ATU study examined the impact of employing project-based learning (PBL) on students’ TPACK competencies, self-efficacy (SE), and SRL in different learning environments. The findings indicated that the use of PBL does enhance preservice teachers’ SRL skills in all learning environments. Finally, the findings indicated that students’ TPACK competencies significantly increased after using PBL.

Self-efficacy beliefs of English teachers from a non-educational background in the Indonesian context

This research investigates how English teachers with a non-English educational background demonstrate their self-efficacy beliefs on the technological pedagogical content knowledge (TPACK) toward their professional practices. The data was obtained from 18 teachers from a non-English educational background in formal and informal Indonesian education settings. Those teachers undertook strategies to develop the technological pedagogical content knowledge (TPACK) while managing their self-efficacy beliefs. Employing a mixed-method research approach, this study gathered the data using closed-ended and open-ended questionnaires, individual interviews, and in-depth interviews. Responses revealed that 18 participants completed a 5-item Likert-type survey measuring the level of teachers’ TPACK self-efficacy. The survey measures the three major aspects of TPACK mean value for teachers’ technological knowledge (TK) (X ̅=23.55) and pedagogical knowledge (PK) (X ̅=19.55), both of which are relatively higher than the value of the content knowledge (CK) (X ̅=16). The dominant factor affecting the high percentage in those two aspects emanates from the teachers’ persistent accounts that they need to be independent in learning while constantly updating their knowledge. This research also discusses the suggestion for future research studies for developing teachers’ TPACK self-efficacy.

The Effect of Technology Based Instruction Lesson Plan on EFL Pre-Service Teachers’ TPACK Self-Efficacy

This study aims at delving into the effect of applying TbI (Technology based Instruction) lesson plan to pre-service teachers’ (PSTs) Technological Pedagogical Content Knowledge (TPACK) self-efficacy in a microteaching course. TbI lesson plan was developed following Niess’s technology integration framework. The experimental research with pre-post measurements design was conducted in an English Department in a public university in West Nusa Tenggara, Indonesia. The data-gathering process was done by administering the TPACK self-efficacy questionnaire and conducting a semi-structured interview. The participants were 23 PSTs who joined a microteaching course where the researcher became the teacher. The quantitative data were analyzed statistically through SPSS 24 version and supported by the PSTs responses which were thematically analyzed. The results showed that the treatment affected positively to PSTs' self-efficacy which was later recommended to inhibit technological knowledge prior to other TPACK divisions to PSTs. This favorable effect was confirmed by six participants' post-interview comments, in which they claimed all of the benefits of using a TbI lesson plan to improve their microteaching performance and confidence to use technology for EFL teaching. Henceforth, this study implies the urgency to apply similar instruction to mediate challenges of technology integration in EFL teaching.

Understanding levels of technology integration: A TPACK scale for EFL teachers to promote 21st-century learning.

Education worldwide has emphasized 21st-century competencies, including language competence, computer competence, and thinking skills. Research on Technological Pedagogical Content Knowledge (TPACK), essential teacher knowledge, has attempted to address the need for technology integration to support thinking skills. However, existing TPACK assessments have not intended to help teachers understand the levels of technology integration in teaching English as a foreign language (EFL). Therefore, this study proposed a two-dimensional TPACK scale, allowing EFL teachers to assess their TPACK in integrating technology and thinking skills. In total, 525 EFL teachers responded to this survey online. Scores of this scale were collected to test and establish validity and reliability. The statistical evidence showed that this instrument has high reliability and validity and is helpful for understanding levels of technology integration. The results showed that the EFL teachers were less confident in their TPACK teaching higher-order thinking skills. The EFL teachers in different cultures reported different confidence levels in TPACK and thinking skills (F(6, 518) = 7.83, p < .001). The high-achieving EFL teachers reported high TPACK self-efficacy (r = .210, p < .05). This TPACK survey would be helpful for EFL teachers to understand their development of TPACK in integrating technology and thinking skills in teaching English.

Investigating K-12 Pre-Service Teacher TPACK in Instructional Technology Learning

This study investigated the change in pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) self-efficacy beliefs in a technology integration course in a teacher education program. It assessed knowledge components that predicted TPACK self-efficacy beliefs. Pre and post-surveys were administered using Schmidt et al. (2009) instrument at the beginning and end of the course. The study revealed statistically significant change in all dimensions of TPACK self-efficacy beliefs. Cohen’s effect size revealed medium effect size on TPACK self-efficacy beliefs during the pre-service teacher education technology integration course. PCK and TPK were the significant predictors of TPACK in both pre and post-survey report. Content Knowledge (CK) was a significant predictor of TPACK in the post-survey. The result implies that instructional technology courses should pay attention to the factors affecting TPACK during curriculum design and course delivery. In the current research context CK, PCK and TPK predicted TPACK. TK and PK can be mediated by TPK and PCK respectively.

Measurement of TPACK self-efficacy for pre-service science teachers

This study aimed to measure the TPACK self-efficacy of prospective science teachers based on Koehler and Mishra’s technological pedagogical content knowledge (TPACK) theoretical framework. The instrument in this study was developed by Kiray, which consists of seven subscales; the total number of items was 55. To test the instrument, 158 students were used as respondents. Research respondents comprised 312 students in a senior year from the Faculty of Math and Science Universitas Negeri Semarang. Confirmatory factor analysis was performed for the construct validity of the scale. The analysis results showed that the number of items from 55 to 49 items and eight subscales. The Cronbach alpha internal reliability coefficient was calculated using SPSS 20.0 as 0.968; reliability composite 0.959, which means the scale developed was feasible to measure TPACK self-efficacy perception of pre-service science teachers. The results obtained indicate that the average TPACK self-efficacy was in the medium category.

Training teachers to integrate technology: Drawing parallels between fluent (L2) and foreign language (EFL) users of English

The present study ascertained the impact of technology integration in the L2 classroom using the Technological Pedagogical Content Knowledge (TPACK) for student teachers and using the implications in EFL settings. In simple words, TPACK means the readiness, both in terms of attitude and knowledge, of teachers to use technology in their classrooms. The study used a quasi-experimental approach, blending both quantitative and qualitative methods to collect data at state-run universities in India on the population of student teachers of English. It may be pointed out here that though English is the language most spoken by Indians, it is officially the second or even third language in most state schools. Yet, it is not a ‘foreign language’ but one of the official languages in the country. Therefore, the premise that findings in this study can be used in EFL settings as in KSA. The data for this study was collected using mixed methods which provides definitive and useful results. The TPACK scale results and interviews indicated a major increase in the overall TPACK self-efficacy of student teachers of English after participating in CALL. The change was noticeable in TPACK's technology-related domains. This study generally demonstrates that TPACK CALL preparation holds great promise for students training to be English teachers and the incorporation of CALL into ELTEPs in L2 and EFL settings is highly recommendable. Also, after engaging in CALL workshops, student teachers' TPACK-Language self-efficacy increased. It can be suggested on the basis of the findings of this study that while CALL integration is paramount in ELTEPs, many student teachers need various hands-on opportunities and a kind of internship to promote their self-efficacy with TPACK-English to be in a better position to use technology correctly and efficiently inside language teaching.

The Effect of Computer-Assisted Language Learning Project (CALLP) on Yemeni EFL Student Teachers’ Perceived TPACK Self-Efficacy

Though English Language Teacher Education Programs (ELTEPs) in Yemen offer two technology-related courses for EFL student teachers, they have not rendered a course for CALL as part of their curricula. Therefore, a pioneering initiative of Computer Assisted Language Learning Project (CALLP) was implemented to expose EFL student teachers to CALL concepts and skills. This quasi-experimental study aimed at examining the effect of CALLP on student teachers’ perceived self-efficacy using the EFL student teachers’ technological pedagogical content knowledge (TPACK)-for-EFL self-efficacy survey (known as TPACK-EFL). The study employed a one-group pre-test-post-test design and a mixed-method approach for collecting data from a sample of 400 EFL student teachers in four public universities across the country. The findings revealed that student teachers’ perceived TPACK self-efficacy significantly increased as a result of CALLP. Furthermore, the participants believed that the technology-related courses offered in their ELTEPs were not enough to prepare them well to use CALL in EFL instruction. Therefore, it was recommended that a CALL course should be integrated into ELTEPs to enhance student teachers’ CALL competency and to make them fit to harness CALL while teaching in the digital era.

Improving student teachers’ TPACK self-efficacy through lesson planning practice in the virtual platform

ABSTRACT How teachers use technology efficiently in their classes is an important issue because learning environments are also affected by rapid developments in instructional technology. In the current study, we investigated how designing an inquiry-based technology-enhanced lesson plan on the virtual platform influences the TPACK (Technological Pedagogical Content Knowledge) self-efficacy of pre-service teachers and also how they integrated educational technology into their lesson plans. A total of 38 undergraduate students at a teacher education programme participated in the study. Data were gathered by the self-efficacy scale and the lesson plans developed by the pre-service teachers. The findings revealed a significant increase in the TPACK self-efficacy of the pre-service teachers after they designed an inquiry-based technology-enhanced lesson plan on the virtual platform. Besides, lesson plan analysis showed that pre-service teachers generally followed the phases of inquiry-based learning and integrated online scaffolding tools and virtual laboratories into their plans at a moderate level.

Effects of Geogebra supported micro teaching applications and technological pedagogical content knowledge (TPACK) game practices on the TPACK levels of prospective teachers

The aim of this study is to investigate the effects of GeoGebra Supported Micro Teaching Applications and TPACK Game Practices on the TPACK efficacy and self-efficacy perception levels of the prospective math teachers on polygons. The study was carried out using 2 × 2 factorial design. The study group comprised 88 prospective math teachers. The prospective teachers were separated into 4 groups (G1, G2, G3, G4) randomly. Prospective teachers in G1 were participated in Micro Teaching Applications and Game- Based TPACK Activities, G2 participated in GeoGebra Supported Micro Teaching Applications, G3 group participated in Micro Teaching Applications and finally G4 group was participated in GeoGebra Supported Micro Teaching Applications and Game-Based TPACK Activities. The prospective teachers’ efficacy levels were determined by using lesson plan and participant form; TPACK self-efficacy perception levels were determined by using TPACK Scale for Geometry. It was determined all application processes increased prospective teachers’ TPACK efficacy and self-efficacy scores. The result of study showed that in terms of group variable there is a statistically significant difference between prospective teachers’ TCK and TPACK efficacy levels. The results for self-efficacy scores rejected the statiscally significant difference for post-test scores in terms of group variable for CK, PCK, TCK and TPACK.

Exploring the Structural Relationship Among Teachers’ Technostress, Technological Pedagogical Content Knowledge (TPACK), Computer Self-efficacy and School Support

With the rapid development of technologies and the gradually increasing requirements of technology integration into teaching, teachers have been facing stress to keep pace with new technologies and to design pedagogical usage of technologies. Although prior studies have examined the creators and negative impacts of technostress, insights into the effective factors relieving teachers’ technostress are rather limited. To facilitate teacher improvement with technology usage and help school administrators develop preventive stress management strategies, this study constructed a structural model among teachers’ technostress, TPACK, computer self-efficacy, administration support, and collegial support, which were examined through a composite instrument adapted from previous studies. Data were collected from 366K-12 in-service teachers in China. After the exploratory factor analysis and confirmatory factor analysis, the results showed that the adapted instrument had adequate validity and reliability. Further, through structural equation modeling, the results indicated that administration support predicts teachers’ computer self-efficacy, and collegial support predicts both teachers’ TPACK and computer self-efficacy, which in turn negatively predict their technostress. The findings imply that primary and secondary school principals need to support teachers both administratively and through the creation of collegial professional learning communities to develop TPACK and computer efficacy to reduce teachers’ technostress.

ICT-Pedagogy Integration in Elementary Classrooms: Unpacking the Pre-service Teachers’ TPACK

This study aimed to investigate the Technological Pedagogical Content Knowledge (TPACK) self-efficacy and ICT integration skills of elementary pre-service teachers in elementary classrooms. The respondents were fifty-two (52) elementary pre-service teachers enrolled in the student teaching program at the Central Luzon State University. Results revealed that most of respondents perceived themselves to be highly proficient in all domains of TPACK framework: Technology Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPCK). Most of them were found to be good in integrating ICT in classroom instruction, particularly in terms of planning and implementation.Respondents’ GPA in Educational Technology and ICT-related courses was found to have negative significant relationship with their planning and implementation of ICT-Integrated instruction. Their TPACK self-efficacy had a highly significant relationship with their planning and implementation of ICT-integrated instruction.

TPACK Self-Efficacy Perceptions of Science Teachers: A Structural Equation Modeling Study

The purpose of this study is to reveal the relation between Technological Pedagogical Content Knowledge (TPACK) sub-dimensions of science teachers in Turkey. For this purpose, relations between the elements forming the TPACK have been investigated with a model. This research was carried out with 563 science teachers working in 81 schools to represent science teachers in Turkey. The scale developed by Kiray (2016a) to measure TPACK self-efficacy perceptions of teachers and teacher candidates was used as data collection tool in the research. The data obtained in the study were analyzed by structural equation modeling. The direct and positive effects of Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Pedagogical Content Knowledge (PCK) from external variables consisting of binary knowledge domains of the study are seen on TPACK. These variables account for 65% of the change in TPACK. PCK is the variable that affects TPACK the most. According to this finding, PCK has a critical importance in teachers' technology integration. Another important finding in this study is that teachers' CK directly and positively influences TCK and PCK, and this effect is greater than the effect of TK and PK. When considered in the context of the results of this research, a gradual model covering CK and PCK can be proposed instead of a direct technology-based approach to professional development programs developed to increase TPACK self-efficacy of teachers.

The relationship between technological pedagogical content knowledge (TPACK) self-efficacy belief levels and the usage of Web 2.0 applications of pre-service science teachers

AbstractThe purpose of this study is to determine the technological pedagogical content knowledge (TPACK) self-efficacy levels of pre-service science teachers with respect to variables in their use of Web 2.0 applications. A survey model has been conducted on a study group consisting of 344 final year pre-service science teachers at six different state universities in Turkey during the academic year of 2017–2018. The ‘personal information form’, the ‘Web 2.0 applications usage situation survey’ and the ‘TPACK self-efficacy belief scale’ were employed. Data obtained from the study group have been analysed with the ‘SPSS Statistics 23’ software, a t-test and the ANOVA test have been carried out, a Pearson correlation analysis and a Tamhane test has been conducted. The results show a significant relationship between TPACK self-efficacy belief levels and the variables involved in pre-service science teachers use of Web 2.0 applications.Keywords: Science education, pre-service science teacher, technological pedagogical content knowledge (TPACK), self-efficacy beliefs, Web 2.0 applications.

The relationship between technological pedagogical content knowledge (TPACK) self-efficacy belief levels and the usage of Web 2.0 applications of pre-service science teachers

The purpose of this study is to determine the technological pedagogical content knowledge (TPACK) self-efficacy levels of pre-service science teachers with respect to variables in their use of Web 2.0 applications. A survey model has been conducted on a study group consisting of 344 final year pre-service science teachers at six different state universities in Turkey during the academic year of 2017–2018. The ‘personal information form’, the ‘Web 2.0 applications usage situation survey’ and the ‘TPACK self-efficacy belief scale’ were employed. Data obtained from the study group have been analysed with the ‘SPSS Statistics 23’ software, a t-test and the ANOVA test have been carried out, a Pearson correlation analysis and a Tamhane test has been conducted. The results show a significant relationship between TPACK self-efficacy belief levels and the variables involved in pre-service science teachers use of Web 2.0 applications.

The relationship between technological pedagogical content knowledge (TPACK) self-efficacy belief levels and the usage of Web 2.0 applications of pre-service science teachers

AbstractThe purpose of this study is to determine the technological pedagogical content knowledge (TPACK) self-efficacy levels ofpre-service science teachers with respect to variables in their use of Web 2.0 applications. A survey model has beenconducted on a study group consisting of 344 final year pre-service science teachers at six different state universities inTurkey during the academic year of 2017–2018. The ‘personal information form’, the ‘Web 2.0 applications usage situationsurvey’ and the ‘TPACK self-efficacy belief scale’ were employed. Data obtained from the study group have been analysedwith the ‘SPSS Statistics 23’ software, a t-test and the ANOVA test have been carried out, a Pearson correlation analysis and aTamhane test has been conducted. The results show a significant relationship between TPACK self-efficacy belief levels andthe variables involved in pre-service science teachers use of Web 2.0 applications.Keywords: Science education, pre-service science teacher, technological pedagogical content knowledge (TPACK), selfefficacybeliefs, Web 2.0 applications.