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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 Twente Department of Curriculum Design and Educational Innovation SITE Conference, Nashville, 10 March 2011
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2011 03-10 fisser voogt ormel velthuis tondeur tpack-stebi

Dec 18, 2014

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Education

Petra Fisser

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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Page 1: 2011 03-10 fisser voogt ormel velthuis tondeur tpack-stebi

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

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In this presentation..

Teachers and their beliefs

Self-efficacy

Use of technology in education

Science education

Measuring self-efficacy

TPACK

STEBI

First results

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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?

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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

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The context of our study

The Netherlands

Pre-service teacher training

Use of technology in the science domain…

…combining two problems!

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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

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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

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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…

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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

a) TPACK and b) Bandura’s notion of self-efficacy

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Before you can increase you have to measure

Two instruments combined into one

TPACK Survey (Schmidt et al., 2009)

STEBI (Riggs & Enochs, 1990)

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TPACK & STEBI

TPACK (Technological Pedagogical Content Knowledge), measures

pre-service teachers’ self-assessment of their Technological

Pedagogical Content Knowledge (TPACK) and

related knowledge domains included in the framework

STEBI (Science Teaching Efficacy Belief Instrument), measures

Personal Science Teaching Efficacy

(assessment of own teacher competence)

Science Teaching Outcome Expectancy

(teachers' expectations that teaching can influence student learning)

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The general data

TPACK & STEBI were translated in Dutch and distributed among

pre-service primary school teachers (students)

168 students

age 16-24

25% male, 75% female

distributed over 3 years of study

Some science-domain-related data

115 out of 168 never chose to do something with science voluntary

109 did some biology-related lessons during field training

42 did some physics/chemistry-related lessons during field training

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Results: TPACK questionnaire

Reliability all TPACK-items together: Cronbach’s α = 0.91

Factor analysis: 7 factors

Factor Items in factor Name factor Reliability Cronbach’s α

1 TK4 TK2 TK5 TK3 TK1 TK6 TK7 Technological Knowledge .915

2 TPK1 TPK2TCK3 TCK4

Science TPACK (?) .824

3 CK1 CK2 CK3PCK2 PCK1

Pedagogical Science Content Knowledge .798

4 TPK3 TPK4 TPK5TPCK3

Reflective Educated use of ICT .667

5 PK1 PK2 PK3 PK4 Pedagogical Student Knowledge .705

6 PK5 PK6 PK7 Pedagogical Organizational Knowledge .548

7 TPCK7 TPCK8 TPACK Leadership .803

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Results: STEBI questionnaire

Reliability all STEBI-items together: Cronbach’s α = 0.85

Factor analysis:

Personal Science Teaching Efficacy

Science Teaching Outcome Expectancy

both with all the original items

Reliability

PSTE .91

STOE .66

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Results: TPACK and general data

Gender correlates with

TPACK Factor 1 (Technological Knowledge)

TPACK Factor 3 (Pedagogical Science Content Knowledge)

TPACK Factor 7 (TPACK Leadership)

In all cases the men scored higher on the different factors

Preliminary conclusion 1:

Men are more confident in their Technological Knowledge, their

Pedagogical Science Content Knowledge and they see themselves

more as leaders who help others to develop TPACK

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Results: TPACK and general data

Preliminary conclusion 2:

There is a positive correlation between study year and TPACK Factor 5 (Pedagogical Student Knowledge):

significant difference between year 1 and 3 TPACK Factor 6 (Pedagogical Organizational Knowledge):

significant difference between year 1 and 2 and between year 1 and 3 TPACK Factor 7 (TPACK Leadership):

significant difference between year 1 and 3 and between year 2 and 3

Expectation:

Students who are more advanced in their studies are more confident in relation

to Pedagogical Student and Organizational Knowledge and they see themselves

more as leaders who help others to develop TPACK. The third year of the study

seems to be very important.

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Results: STEBI and general data

Preliminary conclusion 3:

There is a positive relation between Personal Science Teaching Efficacy

and the “profile” during secondary school and the perceived knowledge

about biology, physics, chemistry and technical systems

Expectation: Students who were already interested (confident?) in science

in secondary education and students who perceive their science knowledge

as sufficient or more will assess their own science teaching competence

higher

(No significant differences between men/women or between study years)

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Results: combining TPACK and STEBI

Correlations of the 2 STEBI factors with the 7 TPACK factors:

STOE has a significant positive correlation with TPACK 1, 2, 3, 4

PSTE has a significant positive correlation with TPACK 1, 2, 3, 6, 7

What does (could) this mean?

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Results: combining TPACK and STEBI

STOE measures the outcome expectancy of science education

PSTE measures science teaching efficacy

TPACK 1 measures Technological Knowledge

TPACK 2 measures Science TPACK

TPACK 3 measures Pedagogical Science Content Knowledge

Preliminary conclusion 4:

There is a positive relation between outcome expectancy and teaching efficacy

with Technological Knowledge, Science TPACK and Pedagogical Science Content

Knowledge

Expectation: the more outcome expectancy and teaching efficacy, the more

Technological Knowlegde, Science TPACK and Pedagogical Science Content

Knowlegde (but more (regression) analysis is needed)

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Results: combining TPACK and STEBI

Additional results (1)

STOE measures the outcome expectancy of science education

STOE has a positive correlation with TPACK 4, Reflective Educated use of

ICT

Preliminary conclusion 5:

There is a positive relation between STOE and Reflective Educated use of

ICT

Expectation: if a teacher expects something positive from science

education, he/she will reflectively think about the added value of technology

in his/her education, while referring to what he/she learned during training

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Results: combining TPACK and STEBI

Additional results (2)

PSTE measures science teaching efficacy

PSTE has a positive correlation with TPACK 6 and 7,

Pedagogical Organisational Knowledge and TPACK Leadership

Preliminary conclusion 6:

There is a positive relation between PSTE and Pedagogical Organisational

Knowledge and TPACK Leadership

Expectation: if a teachers feels confident to teach science, he/she will

have good class management and is able to help/guide/lead his/her

colleagues in using technology in science education

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First ideas about further analysis

Instead of factor analysis: cluster and multidimensional analysis

Needs more time and respondents, but first results:

Multidimensional scaling: seems similar and if… than… 96% of variance explained

Items in cluster Name of clusterReliability Cronbach’s α

1 TK4 TK5 TK3 TK6 TK7 TK1 TK2 Technological Knowledge .915

2 PK2 PK3 PK4 PK5 PK7 PK1 Pedagogical Knowledge .713

3 TPK1 TPK2 TPK3 TPK4 TPK5 TPCK1

TPCK2 TPCK3 TPCK5 TCK3 TCK4

Technological Pedagogical Content Knowledge .849

4 PCK2 CK1 CK2 CK3 Pedagogical Content Knowledge .783

5 TPCK7 TPCK8 TPACK Leadership .809

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Why were we combining TPACK & STEBI?

TPACK stresses the importance of the interactions between Technology,

Pedagogy and Content, but in the TPACK Survey there is only a limited

number of Science-related items

The TPACK Survey measures knowledge (and skills?), but ignores the

importance of attitude (self-efficacy). Or… is self-reported measurement

actually measuring self-efficacy?

Combining knowledge, skills and attitudes is probably the answer.. And

this combination contributes to somenone’s self-efficacy

The higher the self-efficacy, the more likely someone will use technology

in science teaching

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Future research related to TPACK & STEBI

More research in the combination of TPACK & STEBI

We added extra items related to science. Not reported here, but it

seems to give a broader and better view, especially when related to

STEBI needs more research

We added extra items about beliefs related to ict in education,

preliminary results seem interesting needs more research

Necessary to add items about beliefs related to education in general?

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Future research related to TPACK & STEBI

The factor “TPACK leadership” seems very interesting

We believe that this particular factor will make the difference between

an ict-integrating teacher and a non-ict-integrating teacher

We will report on this next year!

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More information?

Please contact us!

Petra Fisser: [email protected]

Joke Voogt: [email protected]

Bart Ormel, [email protected]

Chantal Velthuis, [email protected]

Jo Tondeur, [email protected]

And for the Dutch people htpp://www.tpack.nl