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 language | English |
|---|---|
| Title of host publication | Technological Pedagogical Content Knowledge |
| Subtitle of host publication | Exploring, Developing, and Assessing TPCK |
| Publisher | Springer US |
| Pages | 89-112 |
| Number of pages | 24 |
| ISBN (Electronic) | 9781489980809 |
| ISBN (Print) | 9781489980793 |
| DOIs | |
| State | Published - 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