Effect of a tpck-srl model on teachers’ pedagogical beliefs, self-efficacy, and technology-based lesson design

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    28 Scopus citations

    Abstract

    The study examined whether enabling preservice science teachers to use the TPCK-SRL model for integrating SRL (Self-Regulated Learning) into TPCK (Technology Pedagogical Content Knowledge) influenced (a) beliefs about teaching and learning pedagogy, (b) self-efficacy beliefs in the context of using technology in the classroom, and (c) the extent to which these beliefs are connected to teachers’ TPCK-based lesson design. Two groups of teachers were compared (n = 96). One group practiced the TPCK-SRL model in a hypermedia environment, and the other practiced TPCK only in the same hypermedia environment. The findings indicated that after exposure to the TPCK-SRL training model, preservice teachers’ pedagogical beliefs tended more to favor student-centered learning (self-constructing knowledge) than the TPCK group. TPCK-SRL teachers also showed the strongest beliefs in their own technological self-efficacy, which influenced their ability to develop TPCK-based lesson designs in a constructivist way.

    Original languageEnglish
    Title of host publicationTechnological Pedagogical Content Knowledge
    Subtitle of host publicationExploring, Developing, and Assessing TPCK
    PublisherSpringer US
    Pages89-112
    Number of pages24
    ISBN (Electronic)9781489980809
    ISBN (Print)9781489980793
    DOIs
    StatePublished - 1 Jan 2015

    Bibliographical note

    Publisher Copyright:
    © Springer Science+Business Media New York 2015.

    Keywords

    • Experimental design
    • Hypermedia
    • Lesson design
    • Pedagogical beliefs
    • Preservice teachers
    • Science
    • TPCK-SRL model
    • Technology self-efficacy

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