Investigating the relations among pre-service teachers' teaching/learning beliefs and educational technology ıntegration competencies: A structural equation modeling study

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dc.authorid0000-0001-9275-275Xen_US
dc.authorid0000-0001-5621-3302en_US
dc.authorid0000-0002-9865-2546en_US
dc.authorid0000-0002-2627-7847
dc.contributor.authorBahçıvan, Eralp
dc.contributor.authorGürer, Melih Derya
dc.contributor.authorYavuzalp, Nuh
dc.contributor.authorAkayoğlu, Sedat
dc.date.accessioned2021-06-23T19:50:50Z
dc.date.available2021-06-23T19:50:50Z
dc.date.issued2019
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimien_US
dc.description.abstractWith 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.en_US
dc.identifier.doi10.1007/s10956-019-09788-6
dc.identifier.endpage588en_US
dc.identifier.issn1059-0145
dc.identifier.issn1573-1839
dc.identifier.issue5en_US
dc.identifier.scopus2-s2.0-85068854732en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage579en_US
dc.identifier.urihttps://doi.org/10.1007/s10956-019-09788-6
dc.identifier.urihttps://hdl.handle.net/20.500.12491/9872
dc.identifier.volume28en_US
dc.identifier.wosWOS:000485313500012en_US
dc.identifier.wosqualityQ2en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorBahçıvan, Eralp
dc.institutionauthorGürer, Melih Derya
dc.institutionauthorYavuzalp, Nuh
dc.institutionauthorAkayoğlu, Sedat
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofJournal Of Science Education And Technologyen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectPre-Service Teachersen_US
dc.subjectEpistemological Beliefsen_US
dc.subjectConceptions of Teaching and Learningen_US
dc.subjectEducational Technology Integration Competenciesen_US
dc.titleInvestigating the relations among pre-service teachers' teaching/learning beliefs and educational technology ıntegration competencies: A structural equation modeling studyen_US
dc.typeArticleen_US

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