The influence of pedagogical beliefs on technology acceptance: A structural equation modeling study of pre-service mathematics teachers

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dc.authorid0000-0002-2627-7847en_US
dc.authorid0000-0001-5369-7612en_US
dc.contributor.authorGürer, Melih Derya
dc.contributor.authorAkkaya, Recai
dc.date.accessioned2023-05-30T07:18:28Z
dc.date.available2023-05-30T07:18:28Z
dc.date.issued2022en_US
dc.departmentBAİBÜ, Eğitim Fakültesi, Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümüen_US
dc.description.abstractPedagogical 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.en_US
dc.identifier.citationGurer, 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.en_US
dc.identifier.doi10.1007/s10857-021-09504-5
dc.identifier.endpage495en_US
dc.identifier.issn1386-4416
dc.identifier.issn1573-1820
dc.identifier.issue4en_US
dc.identifier.scopus2-s2.0-85109256095en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage479en_US
dc.identifier.urihttp://dx.doi.org/10.1007/s10857-021-09504-5
dc.identifier.urihttps://hdl.handle.net/20.500.12491/10994
dc.identifier.volume25en_US
dc.identifier.wosWOS:000669403000001en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorGürer, Melih Derya
dc.institutionauthorAkkaya, Recai
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofJournal of Mathematics Teacher Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectConstructivist Pedagogical Beliefsen_US
dc.subjectTraditional Pedagogical Beliefsen_US
dc.subjectTechnology Acceptance Modelen_US
dc.subjectPre-Service Mathematics Teachersen_US
dc.subjectStructural Equation Modelingen_US
dc.titleThe influence of pedagogical beliefs on technology acceptance: A structural equation modeling study of pre-service mathematics teachersen_US
dc.typeArticleen_US

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