Aydın-Günbatar, S., Boz, Y., & Yerdelen-Damar, S. A. (2017). Closer examination of TPACK-self-efficacy construct: Modeling elementary pre-service science teachers’ TPACK-self efficacy. Elementary Education Online, 16(3), 917–934. https://doi.org/10.17051/ilkonline.2017.330232

Abstract:

“This study aims to examine the technological pedagogical content knowledge (TPACK) self-efficacy beliefs of elementary pre-service science teachers and to model the relationships among the TPACK components. The study sample consisted of 512 pre-service science teachers from seven universities in Turkey. Data were collected using the TPACK Self-Efficacy Scale. The findings revealed that pre-service teachers had high self-efficacy beliefs in TPACK and its components. Structural equation modeling indicated that technological knowledge (TK) and pedagogical knowledge (PK) significantly predicted TPACK self-efficacy, with PK having a stronger effect. Content knowledge (CK) did not significantly predict TPACK self-efficacy. The study suggests that enhancing PK and TK in teacher education programs may improve pre-service teachers’ TPACK self-efficacy.”