Prospective teachers’ self- efficacy of TPACK in the science domain Petra Fisser, Joke Voogt, Bart Ormel, Chantal Velthuis & Jo Tondeur University of Twente Department of Curriculum Design and Educational Innovation SITE Conference, Nashville, 10 March 2011
Teachers’ beliefs, practices and attitudes are important for understanding and improving educational processes, because they are closely linked to teachers’ challenges in their daily professional life. Self-efficacy (Bandura, 1977) seems to play a major role in this. In this study we look at teachers' self-efficacy towards the domain of science education and towards technology integration in this domain. Since most students who enter pre-service elementary school training in the Netherlands graduated from secondary school without science-related courses, many lack any foundational science knowledge. This contributes to their (absence of) confidence to teach science, and it also delimits their science-teaching related PCK. In a recent study Fisser, Ormel and Velthuis (submitted) measured teachers' beliefs, attitudes and self-efficacy in relation to science education in primary education, based on a Dutch version of the Science Teaching Efficacy Belief Instrument (STEBI) (Riggs & Enochs, 1990). The results for the pre-service teachers showed that the more pre-service teachers have the opportunity to experience actual teaching in the science domain, the higher the sense of self-efficacy is. Combining science education with technology integration offers even more challenges for teachers. Measuring teachers’ self-efficacy towards technology integration will be done by using a Dutch version of the TPACK survey (Schmidt et al., 2009). This survey will be complimented with the STEBI survey and, because the TPACK survey does not take into account teachers’ beliefs and attitudes towards technology, questions related to the attitude of teachers towards using technology in education will be added. The combined TPACK-STEBI survey will be distributed to Dutch pre-service primary education students and the results will be presented at the SITE symposium.
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Prospective teachers’ self-efficacy of TPACK in the science domain
Petra Fisser, Joke Voogt, Bart Ormel,Chantal Velthuis & Jo Tondeur
University of TwenteDepartment of Curriculum Design and Educational Innovation
SITE Conference, Nashville, 10 March 2011
In this presentation..
Teachers and their beliefs
Self-efficacy
Use of technology in education
Science education
Measuring self-efficacy
TPACK
STEBI
First results
Teachers and their beliefs
Teachers’ beliefs, practices and attitudes are important
for understanding and improving educational processes,
because they are closely linked to teachers’
challenges in their daily professional life
relation with
self-efficacy?
Self-efficacy
Self-efficacy: one’s perceived ability to perform an action that will
lead successfully toward a specific goal (Bandura, 1977)
Teachers’ sense of self-efficacy is a powerful predictor of their behavior in the
classroom and student outcomes
Teachers with a high sense of self-efficacy will set higher goals, be less afraid of
failure, and find new strategies when old ones fail
If the sense of self-efficacy is low, teachers will avoid the task or
give up easily (Tschannen-Moran & Hoy, 2001)
If teachers feel more confident to teach a specific domain, they teach the subject in
a different way than less confident teachers
The context of our study
The Netherlands
Pre-service teacher training
Use of technology in the science domain…
…combining two problems!
Problem 1 (Science)
TIMSS, comparative study in more than 40 different countries on
trends in mathematics and science education
The results:
Dutch children don’t belong to the top 10 of best achieving
countries in the domain of science anymore
Dutch teachers spend 30-45 minutes per week in average for
science education (this is less than all other TIMSS-countries)
85 percent biology, only 15 percent physics and chemistry
The children have a low achievement and attitude in those areas
Possible reasons for Problem 1 (Science)
Reading, writing and math are largely emphasized in the Dutch
educational system at the cost of other domains like science
TIMSS study: physics and chemistry are the subjects in which Dutch
teachers do not feel very confident
Literature: teachers who do feel confident in their ability to teach science
allocate more time to this subject in their teaching than teachers without
confidence
Our research: focus on raising teachers’ confidence in science teaching,
framed from the perspective of Bandura’s notion of
self-efficacy
Problem 2 (Technology)
Well…
There are computers
There is a good internet connectivity
There are interactive whiteboards
There is software
There are games
But… well… you know…
Possible reasons for Problem 1 (Technology)
No time
No money
No ideas
No TPACK
No self-efficacy
Our research: focus on raising teachers’ confidence in using
technology while teaching, framed from the perspective of