The influence of pedagogical beliefs on technology acceptance: A structural equation modeling study of pre-service mathematics teachers
Yükleniyor...
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Springer
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
Pedagogical beliefs are a critical factor in terms of integrating technology into teaching, but very few technology acceptance models (TAMs) have considered them. Hence, this study aims to extend the TAM by incorporating pre-service teachers' conception of teaching and learning. The revised model examined the influence of pre-service mathematics teachers' constructivist and traditional pedagogical beliefs on their technology acceptance through perceived ease of use, perceived usefulness, attitude toward technology, and behavioral intention to use. Survey data were collected from 714 pre-service mathematics teachers in Turkey and analyzed through path analysis. The results showed that pre-service mathematics teachers' pedagogical beliefs were more constructivist-oriented than traditional-oriented, and constructivist beliefs had a significant influence on the components of the TAM. On the other hand, pre-service teachers' traditional-oriented beliefs did not influence their perceived usefulness of and attitudes toward technology but had positive effects on perceived ease of use. Implications for pre-service mathematics teacher education were discussed.
Açıklama
Anahtar Kelimeler
Constructivist Pedagogical Beliefs, Traditional Pedagogical Beliefs, Technology Acceptance Model, Pre-Service Mathematics Teachers, Structural Equation Modeling
Kaynak
Journal of Mathematics Teacher Education
WoS Q Değeri
Q3
Scopus Q Değeri
Q1
Cilt
25
Sayı
4
Künye
Gurer, M. D., & Akkaya, R. (2022). The influence of pedagogical beliefs on technology acceptance: a structural equation modeling study of pre-service mathematics teachers. Journal of Mathematics Teacher Education, 25(4), 479-495.
