DeCoito, I., & Estaiteyeh, M. (2022). Transitioning to online teaching during the COVID-19 pandemic: An exploration of STEM teachers’ views, successes, and challenges. Journal of Science Education and Technology, 31, 340–356. https://doi.org/10.1007/s10956-022-09958-z Abstract: “Due to the COVID-19 pandemic, school closures were mandated by governments across the globe. This necessitated an…
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DeCoito, I., & Estaiteyeh, M. (2022). Online teaching during the COVID-19 pandemic: exploring science/STEM teachers’ curriculum and assessment practices in Canada. Disciplinary and Interdisciplinary Science Education Research, 4, Article 8. https://doi.org/10.1186/s43031-022-00048-z Abstract: “The COVID-19 pandemic necessitated school closures globally, resulting in an abrupt move to online/distance teaching or emergency remote…
Comments closedLadendorf, K., Muehsler, H., Xie, Y., & Hinderliter, H. (2021) Teacher perspectives of self-efficacy and remote learning due to the emergency school closings of 2020. Educational Media International, 58(2), 124-144. https://doi.org/10.1080/09523987.2021.1930481 Abstract: “The K-12 Spring 2020 COVID-19 school closures saw teachers move into an online learning environment, and use their knowledge of technology, pedagogy,…
Comments closedWang, A. Y. (2022). Understanding levels of technology integration: A TPACK scale for EFL teachers to promote 21st-century learning. Education and Information Technologies, 27, 9935–9952. https://doi.org/10.1007/s10639-022-11033-4 Abstract: “Education worldwide has emphasized 21st-century competencies, including language competence, computer competence, and thinking skills. Research on Technological Pedagogical Content Knowledge (TPACK), essential teacher…
Comments closedAbebe, F. (2021). Pre-service teachers’ technological pedagogical content knowledge (TPACK self-efficacy and development in K-6 math (Publication No. 130) [Doctoral dissertation, University of Nebraska-Lincoln]. Digital Commons@University of Nebraska-Lincoln. https://digitalcommons.unl.edu/teachlearnstudent/130 Abstract: “The purpose of this study was threefold. First, it examined K-6 pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) self-efficacy for…
Comments closedLachner, A., Fabian, A., Franke, U., Preiss, J., Sibley, L., Führer, C., Küchler, U., Paravicini, W., Randler, C. & Thomas, P. (2021). Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study. Computers & Education, 174(8), Article 104304. https://doi.org/10.1016/j.compedu.2021.104304 Abstract: “Against the backdrop of preparing students for a…
Comments closedWang, Q., & Zhao, G. (2021). ICT self‐efficacy mediates most effects of university ICT support on preservice teachers’ TPACK: Evidence from three normal universities in China. British Journal of Educational Technology, 52(6), 2319–2339. https://doi.org/10.1111/bjet.13141 Abstract: “A thorough understanding of how ICT support provided by teacher preparation programmes influences preservice teachers’…
Comments closedTafli, T. (2021). A comparative study on TPACK self-efficacy of prospective biology teachers from the faculties of education & science. International Journal of Curriculum and Instruction, 13(3), 2957-2980. Abstract: “Due to the different applications in the execution of the teaching profession in Turkey, the aim of this research is to…
Comments closedGarcía-Martin, J., Rico, R., & García-Martin, S. (2023). The perceived self-efficacy of teachers in the use of digital tools during the COVID-19 pandemic: A comparative study between Spain and the United States. Behavioral Sciences, 13, 213-226. https://doi.org/10.3390/bs13030213 Abstract: “This study analyzed the use of fifteen groups of digital tools that…
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