A comprehensive model covering prospective teachers' technology use: the relationships among self, teaching and learning conceptions and attitudes
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Dosyalar
Tarih
2018
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Routledge Journals, Taylor & Francis Ltd
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
This study was conducted to propose and examine a comprehensive model embracing prospective teachers' beliefs about self, teaching and learning conceptions, and attitudes towards using instructional technologies. Prospective or inservice teachers' beliefs (from central to peripheral) and attitudes may empower the support of teacher training related to using instructional technologies. Participants were 1208 Turkish prospective teachers from five different universities who participated voluntarily and were selected using convenience sampling. Structural equation modelling analysis showed that prospective teachers' beliefs about the autonomous self and autonomous-related self positively related to both their constructivist beliefs about teaching and learning and attitudes towards using instructional technologies, whereas the same beliefs negatively related to traditional conceptions of teaching and learning. Moreover, participants' constructivist beliefs about teaching and learning positively predicted their attitudes towards using instructional technologies. Furthermore, their beliefs about related self positively and unexpectedly predicted their constructivist conceptions and attitudes. Implications are presented considering these results.
Açıklama
Anahtar Kelimeler
Teaching Belief System, Self, Teaching-learning Conception, Attitudes Towards Using Instructional Technologies, Prospective Teachers
Kaynak
Technology Pedagogy And Education
WoS Q Değeri
Q2
Scopus Q Değeri
Q1
Cilt
27
Sayı
4
