Building Preservice Teachers’ Self-Efficacy for Teaching with Online Digital Technologies in Mathematics and Science

• In Event: Complexities in Preservice Science Teacher Learning and Practice

Abstract

This mixed-methods study investigated the use of practice-based experiences involving online digital technologies during an initial methods-of-teaching mathematics and science course for influencing preservice teachers’ self-efficacy for teaching with these technologies. Thirty-two secondary preservice teachers completed a pre and post Likert instrument to examine their self-efficacy prior to and at the end of the course. Also completed was an end of course survey of the participants’ self-reported perceptions of the practice-based experiences on their learning to teach. The findings revealed a statistically significant increase in the preservice teachers’ self-efficacy for teaching with digital technologies. The preservice teachers’ open-ended responses revealed ways the practice-based experiences acted as sources of efficacy information influencing their growth in self-efficacy for teaching with digital technologies.

Author

• Maria L. Fernandez, Florida International University