Beliefs and Knowledge for Pre-Service Teachers’ Technology Integration during Teaching Practice: An Extended Theory of Planned Behavior

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

COMPUTERS IN THE SCHOOLS Pub Date : 2022-10-10 DOI:10.1080/07380569.2022.2124752

Akhmad Habibi, Yasir Riady, Ahmad Samed Al-Adwan, Nour Awni Albelbisi

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引用次数: 11

Abstract

Abstract The main purpose of the current research was to explore the relationships between beliefs/knowledge and technology integration (TI) during teaching practice (i.e., placement or practicum) among Indonesian pre-service teachers. Five core variables of the theory of planned behavior or TPB (subjective norms, attitudes, perceived behavioral control, behavioral intention, and behavior) and one extended variable, technological pedagogical and content knowledge or TPACK, were included in the proposed model. Data from 1,181 respondents were analyzed through the systematic steps of partial least square structural equation modeling (PLS-SEM) and importance-performance analysis (IPMA). The main findings support all hypotheses; the strongest relationship emerges between behavioral intention and behavior, while the weakest correlation was between TPACK and behavioral intention. All variable performances were satisfactory. The highest performance was attitudes (71.734); the lowest was TPACK (65.027). Broadly, the results indicate the greater importance of beliefs as opposed to knowledge in influencing behavior in relation to TI.

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职前教师教学实践中技术整合的信念与知识:计划行为理论的延伸

摘要本研究的主要目的是探讨印尼职前教师在教学实践(即实习或实习)过程中信念/知识与技术整合(TI)之间的关系。计划行为理论的五个核心变量(主观规范、态度、感知行为控制、行为意图和行为)和一个扩展变量(技术教学和内容知识或TPACK)被纳入该模型。通过偏最小二乘结构方程模型(PLS-SEM)和重要性-绩效分析(IPMA)的系统步骤，对1181名受访者的数据进行了分析。主要研究结果支持所有假设;行为意向与行为之间的相关性最强，TPACK与行为意向之间的相关性最弱。各项性能均令人满意。表现最高的是态度(71.734);TPACK最低(65.027)。总的来说，研究结果表明，在影响与TI相关的行为方面，信念比知识更重要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

COMPUTERS IN THE SCHOOLS EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

11.10%

发文量

期刊介绍： Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools is supported by an editorial review board of prominent specialists in the school and educational setting. Material presented in this highly acclaimed journal goes beyond the “how we did it” magazine article or handbook by offering a rich source of serious discussion for educators, administrators, computer center directors, and special service providers in the school setting. Articles emphasize the practical aspect of any application, but also tie theory to practice, relate present accomplishments to past efforts and future trends, identify conclusions and their implications.