{"id":2529,"date":"2022-04-10T22:44:34","date_gmt":"2022-04-11T02:44:34","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=2529"},"modified":"2022-04-10T22:44:34","modified_gmt":"2022-04-11T02:44:34","slug":"2529","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/2529","title":{"rendered":""},"content":{"rendered":"\n<p>Sintema, E. J. (2017).&nbsp;<em>Pre-service primary teachers\u2019 TPACK profiles and attitudes toward integration of ICT in mathematics teaching<\/em>&nbsp;(Master\u2019s thesis, University of Valladolid, Castile and Leon, Spain). Abstract retrieved from&nbsp;<a href=\"http:\/\/uvadoc.uva.es\/handle\/10324\/23187\">http:\/\/uvadoc.uva.es\/handle\/10324\/23187<\/a><\/p>\n\n\n\n<p>Abstract:<\/p>\n\n\n\n<p>\u201cTeachers\u2019 information and communication technology (ICT) competences are a key variable to integrate such resources into the teaching-learning process. While the TPACK framework has been employed in many studies associated with use of technology in the classrooms, reports on the pre-service teachers\u2019 development of TPACK-Math are inadequate to provide comprehensive description. With the aim to investigate the changes in pre-service primary teachers&#8217; perceptions regarding the use of technology subsequent to their university training in mathematics teaching, this study employed cluster analysis to categorize teachers into groups based on their self-reported TPACK-Math profiles. The study also employed the one-way Analysis of Variance (ANOVA) to check and identify the TPACK-Math profile differences of the pre-service primary teachers based on their year of study and multiple regression analysis to find out which of the TPACK-Math domains had a significant influence on pre-service primary teachers&#8217; attitudes towards integration of ICT in mathematics instruction. For this purpose, quantitative data analysis had been made with data from a single survey design study on pre-service primary teachers\u2019 attitudes toward integration of ICT in instruction that collected information from a sample of 166 male and female pre-service primary teachers. Cluster analysis revealed three categories of pre-service teachers&#8217; TPACK-Math profiles. ANOVA revealed significant TPACK-Math profile differences of the pre-service primary teachers based on their year of study and multiple regression analysis revealed that contextual knowledge and technological knowledge have the most significant influence on preservice primary teachers&#8217; attitudes toward integration of ICT in instruction for this sample.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Sintema, E. J. (2017).&nbsp;Pre-service primary teachers\u2019 TPACK profiles and attitudes toward integration of ICT in mathematics teaching&nbsp;(Master\u2019s thesis, University of Valladolid, Castile and Leon, Spain). Abstract retrieved from&nbsp;http:\/\/uvadoc.uva.es\/handle\/10324\/23187 Abstract: \u201cTeachers\u2019 information and communication technology (ICT) competences are a key variable to integrate such resources into the teaching-learning process. While the&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/2529\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7],"tags":[268,499,500,507,513,537],"coauthors":[2301],"class_list":["post-2529","post","type-post","status-publish","format-standard","hentry","category-dissertation","tag-teacher-attitudes","tag-mathematics-teachers","tag-ict","tag-information-and-communication-technology","tag-preservice-teachers","tag-primary-school","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/2529","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=2529"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/2529\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=2529"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=2529"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=2529"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=2529"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}