Identifying Preservice Teachers' Patterns of Beliefs and Technological, Pedagogical, Content Knowledge (TPACK) Application

• In Event: Identifying and Assessing Teachers' Technology Integration Beliefs, Knowledge, and Competence

Abstract

Educational technology literature has identified the beliefs of teachers as precursors to technology integration. However, little research has explored the different patterns of beliefs possessed by preservice teachers and how they relate to pedagogy. This study used a latent profile analysis to identify distinct patterns of value beliefs, self-efficacy, and TPACK (Technological, Pedagogical, Content Knowledge) application behaviors in 336 preservice teachers across ten institutions. Beliefs and actions were mostly consistent with each other in low, medium, and high groups, but one subset of preservice teachers recognized technology as being costly to integrate, yet they persisted in applying TPACK when their other beliefs were positive. A multinomial logistic regression indicated that preservice teachers’ perceptions of teacher education coursework predicted profile membership.

Authors

• Michael Jay Nelson, Oregon State University

• Rick J. Voithofer, The Ohio State University