16 SES 04 A, Pre-Service Teachers and ICT
Parallel Paper Session
The study is aimed to develop and validate an instrument assessing perceived self-efficacy of preservice foreign language teachers to integrate technology into English teaching. Although there are TPACK surveys (e. g.,Archambault & Barnett, 2010; Oster-Levinz & Klieger, 2010; Jamieson-Proctor, Finger, & Albion, 2010) were constructed to assess teachers’ perceived TPACK, the present study intended to provide a scale whose items were more specified and subject (English as a foreign language) focused scale. In addition to being the first TPACK scale developed to assess foreign language teachers’ perceived self-efficacy scale for successful technology integration, it provided evidences for being valid and reliable instrument.
Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55, 1656-1662. Cox, S. (2008). A conceptual analysis of technological pedagogical content knowledge. (Unpublished doctoral dissertation). Brigham Young University, Utah. Jamieson-Proctor, R., Finger, G., & Albion, P. (2010). Auditing the TK and TPACK confidence of preservice teachers: Are they ready for the profession? Australian Educational Computing, 25(1), 8-17. Koh, J. H. L., Chai, C. S., & Tsait, C. C. (2010). Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey. Journal of Computer Assisted Learning, 26, 563-573. Marks, R. (1990). Pedagogical content knowledge: From a mathematical case to a modified conception. Journal of Teacher Education, 41(3), 3-11. Oster-Levinz, A., & Klieger, A. (2010). Online tasks as a tool to promote teachers’ expertise within the technological pedagogical content knowledge (TPACK). Procedia Social and Behavioral Sciences, 2, 354-358.
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