Investigating the Relations Among Pre-Service Teachers’ Teaching/Learning Beliefs and Educational Technology Integration Competencies: a Structural Equation Modeling Study

With the rapid developments in technology, training of pre-service teachers in terms of technology integration has become a crucial issue for all stakeholders of education. However, it is important to investigate the relationships among pre-service teachers’ teaching beliefs, skills, and educational...

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Veröffentlicht in:Journal of science education and technology 2019-10, Vol.28 (5), p.579-588
Hauptverfasser: Bahcivan, Eralp, Gurer, M. D., Yavuzalp, N., Akayoglu, S.
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container_issue 5
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creator Bahcivan, Eralp
Gurer, M. D.
Yavuzalp, N.
Akayoglu, S.
description With the rapid developments in technology, training of pre-service teachers in terms of technology integration has become a crucial issue for all stakeholders of education. However, it is important to investigate the relationships among pre-service teachers’ teaching beliefs, skills, and educational technology integration competencies before training pre-service teachers of all fields. Within the scope of this objective, a model was proposed to investigate the relations among pre-service teachers’ epistemological beliefs, conceptions of teaching and learning (COTL), and educational technology integration competencies. As for the participants, 1499 pre-service teachers enrolled at the School of Education at Northwestern region of Turkey participated in the study. An Educational Technology Integration Competencies Scale, Epistemological Beliefs Scale, and COTL Scale, which were developed by the researchers, were utilized to collect the data. At the end of the study, it was found that there were significant relations between pre-service teachers’ beliefs (epistemological beliefs and COTL) and their educational technology integration competencies, which is parallel with the findings of the studies in the literature.
doi_str_mv 10.1007/s10956-019-09788-6
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source Education Source; Springer journals; JSTOR
subjects Analysis
Beliefs
Education
Educational innovations
Educational Technology
Epistemology
Foreign Countries
Integration
Investigations
Learning
Preservice Teachers
Science Education
Structural equation modeling
Structural Equation Models
Student Attitudes
Teacher Competencies
Teachers
Teaching
Technological Literacy
Technology Integration
Training
title Investigating the Relations Among Pre-Service Teachers’ Teaching/Learning Beliefs and Educational Technology Integration Competencies: a Structural Equation Modeling Study
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