ERIC Number: EJ1453975
Record Type: Journal
Publication Date: 2024-Dec
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-2357
EISSN: EISSN-1573-7608
Does Knowledge According to the TPACK Framework Have an Impact on Student Teachers' Beliefs? A Path Analysis
Piret Luik; Merle Taimalu; Karin Naruskov; Karmen Kalk
Education and Information Technologies, v29 n17 p23027-23048 2024
Teacher training mainly involves acquisition of knowledge and skills. For the 21st-century classroom, student teachers must acquire complex knowledge of pedagogy, subject and technology. Beliefs influence decisions on using what is learned. The present study aims to find a model describing how Technological Pedagogical Content Knowledge (TPACK) components are related to beliefs about using technology among student teachers. A total of 232 student teachers participated in this study. A questionnaire was used for data collection, and 10 hypotheses were posed for testing. In path analysis, multiple direct and indirect relationships between seven variables (perceived content, pedagogical, technological knowledge, perceived knowledge about technology integration (TIK), perceived ease of use, perceived usefulness for teachers and students) were tested. The results showed that both perceived pedagogical and technological knowledge predicted knowledge about technology integration, but content knowledge did not. TIK predicted the perceived ease of use, but not the perceived usefulness of technology. Perceived technological knowledge had a direct effect on perceived ease of use. TIK displayed an indirect influence on perceived usefulness via perceived ease of use.
Descriptors: Technological Literacy, Pedagogical Content Knowledge, Student Teachers, Student Teacher Attitudes, Beliefs, Path Analysis, Technology Uses in Education, Technology Integration, Predictor Variables, Usability
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A