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

Article

Martin, David A., McMaster, Natalie and Carey, Michael 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), pp. 221-236. https://doi.org/10.1080/21532974.2020.1781000

Article Title	Course design features influencing preservice teachers’ self-efficacy beliefs in their ability to support students’ use of ICT
ERA Journal ID	20311
Article Category	Article
Authors	Martin, David A. (Author), McMaster, Natalie (Author) and Carey, Michael D. (Author)
Journal Title	Journal of Digital Learning in Teacher Education
Journal Citation	36 (4), pp. 221-236
Number of Pages	16
Year	2020
Publisher	Taylor & Francis
Place of Publication	United States
ISSN	1040-2454
	2153-2974
	2332-7383
Digital Object Identifier (DOI)	https://doi.org/10.1080/21532974.2020.1781000
Web Address (URL)	https://www.tandfonline.com/doi/full/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.
Keywords	Pre-service teachers; TPACK; self-efficacy; education technology; peer teaching
ANZSRC Field of Research 2020	390405. Educational technology and computing
	390303. Higher education
Byline Affiliations	School of Education
	University of the Sunshine Coast
Institution of Origin	University of Southern Queensland

Permalink -

https://research.usq.edu.au/item/q5w25/course-design-features-influencing-preservice-teachers-self-efficacy-beliefs-in-their-ability-to-support-students-use-of-ict

125
total views
78
total downloads
2
views this month
0
downloads this month

Export as

Related outputs

Primary Teachers' Perceptions of Their Students' Digital Technologies Competencies

Redmond, Petrea, Smart, Vicky, Albion, Peter, Cantle, Robert and Martin, David. 2022. "Primary Teachers' Perceptions of Their Students' Digital Technologies Competencies." Langran, Elizabeth and Eguchi, Amy (ed.) 33rd International Conference of the Society for Information Technology and Teacher Education (SITE 2022). San Diego, United States 11 - 15 Apr 2022 Waynesville, NC, United States.

Developing whole-number place-value concepts, 1st Australian ed.

Martin, David. 2019. "Developing whole-number place-value concepts, 1st Australian ed." Van de Walle, John, Karp, Karen, Bay-Williams, Jennifer, Brass, Amy, Bentley, Brendan, Ferguson, Sue, Goff, Wendy, Livy, Sharyn, Marshman, Margaret, Martin, David, Pearn, Cath, Prodromou, Theodosia, Symons, Duncan and Wilke, Karina (ed.) Primary and Middle Years Mathematics: Teaching Developmentally. Melbourne, Victoria. Pearson Australia Group. pp. 227-251

Planning in the problem-based classroom, 1st Australian ed.

Martin, David. 2019. "Planning in the problem-based classroom, 1st Australian ed." Van de Walle, John, Karp, Karen, Bay-Williams, Jennifer M., Brass, Amy, Bentley, Brendan, Ferguson, Sue, Goff, Wendy, Livy, Sharyn, Marshman, Margaret, Martin, David, Pearn, Cath, Prodromou, Theodosia, Symons, Duncan and Wilkie, Karina (ed.) Primary and Middle Years Mathematics: Teaching Developmentally.. Melbourne, Victoria. Pearson Australia Group. pp. 60-86

Development and validation of a survey instrument for measuring pre-service teachers' pedagogical content knowledge

Martin, David and Jamieson-Proctor, Romina. 2020. "Development and validation of a survey instrument for measuring pre-service teachers' pedagogical content knowledge." International Journal of Research and Method in Education. 43 (5), pp. 512-525. https://doi.org/10.1080/1743727X.2019.1687669

Physical education across the international media: a five-year analysis

Hyndman, B., SueSee, B., McMaster, N., Harvey, S., Jefferson-Buchanan, R., Cruickshank, V., Barnes, M. and Pill, S.. 2020. "Physical education across the international media: a five-year analysis." Sport, Education and Society. 25 (3), pp. 274-291. https://doi.org/10.1080/13573322.2019.1583640

Ten simple rules for learning the language of statistics

Richardson, Alice M., Dunn, Peter K., Carey, Michael D. and McDonald, Christine. 2016. "Ten simple rules for learning the language of statistics." MacGilivray, Helen, Martin, Michael A. and Phillips, Brian (ed.) OZCOTS 2016: Satellite to ASC 2016 Australian Statistical Conference. Canberra, Australia 08 - 09 Dec 2016 Australia.

Introductory statistics textbooks and the GAISE recommendations

Dunn, Peter K., Carey, Michael D., Farrar, Michael B., Richardson, Alice M. and McDonald, Christine. 2017. "Introductory statistics textbooks and the GAISE recommendations." The American Statistician. 71 (4), pp. 326-335. https://doi.org/10.1080/00031305.2016.1251972

Learning the language of statistics: challenges and teaching approaches

Dunn, Peter K., Carey, Michael D., Richardson, Alice M. and McDonald, Christine. 2016. "Learning the language of statistics: challenges and teaching approaches." Statistics Education Research Journal. 15 (1), pp. 8-27.

The impact of problem-based learning on pre-service teachers’ development and application of their mathematics pedagogical content knowledge

Martin, David A.. 2017. The impact of problem-based learning on pre-service teachers’ development and application of their mathematics pedagogical content knowledge. PhD Thesis Doctor of Philosophy. University of Southern Queensland. https://doi.org/10.26192/5bf788ddf93e4

Making online classrooms real: engaging pedagogy for online students

Black, Trevor, Louth, Sharon and Martin, David. 2014. "Making online classrooms real: engaging pedagogy for online students." 2014 Australian Teacher Education Association Conference (2014 ATEA). Sydney, Australia 06 - 09 Jul 2014 Sydney, Australia.

Measuring problem-based learning's impact on pre-service teachers' mathematics pedagogical content knowledge

Martin, David A., Grimbeek, Peter and Jamieson-Proctor, Romina. 2013. "Measuring problem-based learning's impact on pre-service teachers' mathematics pedagogical content knowledge." 2nd International Higher Education Teaching And Learning Conference (IEAA 2013): Engaging Innovative Pedagogical Practice and Research in Higher Education. Sarawak, Malaysia 09 - 10 Dec 2013 Malaysia.

Revisiting the control group: Problem-based learning's impact on the understanding of place value

Martin, David A.. 2012. "Revisiting the control group: Problem-based learning's impact on the understanding of place value ." 3rd International PBL Symposium 2012: PBL and the Problematization of Teaching and Learning. Singapore 07 - 09 Mar 2012 Singapore.

Problem-based learning's impact on the understanding of place value

Martin, David A. and Jamieson-Proctor, Romina. 2010. "Problem-based learning's impact on the understanding of place value." CETL 2010: Enhancing Learning Experiences in Higher Education. Pok Fu Lam, China 02 - 03 Dec 2010 Hong Kong.