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Pre-Service Teachers’ Technological Pedagogical Content Knowledge(Tpack) Self-Efficacy and Development in K-6 Math
Abstract
The purpose of this study was threefold. First, it examined K-6 pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) self-efficacy for math content area. Second, it identified the impact of Technology Knowledge (TK), Pedagogy Knowledge (PK) and Content Knowledge (CK) self-efficacy on TPACK self-efficacy. Third, it evaluated the change of pre-service TK, PK, CK and TPACK self-efficacy during a semester. The study was guided by Technological Pedagogical and Content Knowledge (TPACK) theoretical framework and Social Cognitive Theory on self-efficacy. The study adapted the widely used Schmidt, D. A. et al. (2009) survey instrument to address the purposes of this study. Interview data was collected to address content and face validity of the instrument and to understand pre-service teachers’ experience during their teacher education program.Based on the pre-service interview results (n = 8), the findings provided sufficient evidence of content and face validity of the instrument used in the study. A sample of (n = 239) post survey data at the end of a math block at Midwestern public university (in the United States) teacher education program was used in Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) analysis. The study validated a four-factor correlated measure TK, PK, CK and TPACK pre-service teachers’ self-efficacy using CFA.The SEM result indicated TK and PK self-efficacy significantly predicted TPACK self-efficacy in K-6 Math. However, CK self-efficacy did not predict TPACK self-efficacy. The pre-service teachers believe technology helps more to teach higher and complex level math contents. This belief might have brought the insignificant result on the prediction of CK on TPACK self-efficacy in elementary math content. Finally, the repeated measure ANOVA (n =158) result revealed significant changes in TK, PK, CK and TPACK self-efficacy during a semester based on paired pre and post data during a third-year math block. Based on the findings, this study provided recommendations. The recommendations included, but were not limited to, TPACK intervention study specific to elementary math content.
Subject Area
Educational technology|Elementary education|Teacher education|Mathematics education
Recommended Citation
Abebe, Fitsum F, "Pre-Service Teachers’ Technological Pedagogical Content Knowledge(Tpack) Self-Efficacy and Development in K-6 Math" (2021). ETD collection for University of Nebraska-Lincoln. AAI28652898.
https://digitalcommons.unl.edu/dissertations/AAI28652898