Examining Preservice Teachers' Technological Pedagogical Content Knowledge (TPACK), Attitudes, Self-Efficacy, and Perception of Teamwork in a Technology Integration Course

• In Event: Technology, Identity, and Efficacy: Exploring Cross-Disciplinary Perspectives

Abstract

The purpose of this paper was to explore middle grades pre-service teachers’ TPACK, attitudes toward technology integration, self-efficacy of integrating technology, and perception of teamwork in a stand-alone technology integration course. The researchers collected quantitative data using multiple validated surveys. They found that pre-service teachers developed self-efficacy and some TPACK constructs after taking the course. Pre-service teachers enrolled in the Flipped Team-Based Learning (FTBL) section reported higher perception of teamwork scores compared to pre-service teachers enrolled in the Flipped Classroom (FC) section. These results showed promise of using FTBL as a pedagogical strategy to develop pre-service teachers’ TPACK, self-efficacy, and soft skills. Meanwhile, the results pinpointed that bigger sample size and in-depth qualitative data were needed to further this investigation.

Authors

• Yi Jin, Kennesaw State University

• Christi Harp, Kennesaw State University