Auditing the TPACK confidence of pre-service teachers: The case of Saudi Arabia

Al-Abdullatif, Ahlam Mohammed

doi:10.1007/s10639-019-09924-0

Cited by 22 publications

(18 citation statements)

References 19 publications

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“…The results pointed out that the candidate teachers have high self-confidence (I trust a lot) level in all domains. This finding is similar to the findings of Raman (2014) and Açıkgül and Aslaner (2015), Al-Abdullatif (2019), andRahmadi, Hayati, andNursyifa (2020). They indicated in their studies that pre-service teachers have enough confidence in themselves in all domains.…”

Section: Discussionsupporting

confidence: 85%

“…There was a statistically significant difference in the TPB-self-confidence subscale in favor of female students according to gender variable, but no significant difference was found in other sub-dimensions and the whole scale. There were no significant differences in TPACK self-confidence dimension in terms of gender in the related literature (Al-Abdullatif, 2019;Akgündüz & Bağdiken, 2018;Erzengin, 2017;Karakaya & Avgin, 2016;Göl, 2016;Açıkgül & Arslaner, 2015;Meriç, 2014;Öztürk, 2013;Mutluoglu, 2012;Koh & Chai, 2011).…”

Section: Discussionmentioning

confidence: 91%

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Comparing Pre-Service Teachers’ Self-Confidence Levels in Technological Pedagogical Content Knowledge in Terms of Several Variables

Süzük¹,

Akinci²

2021

JEL

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This study aimed to investigate and compare pre-service teachers’ self-confidence in technological pedagogical content knowledge (TPACK) concerning their gender, department, and owned digital technologies. To achieve this goal, the survey method was conducted as part of a quantitative method design. Participants of the study consisted of 252 pre-service teachers from four different concentrations: physics, chemistry, biology, and german language teaching. TPACK Self Confidence Scale (TPACK-SCS), which was constructed by Graham, Burgoyne, Cantrell, Smith, and Harris (2009) and adapted to Turkish by Timur and Taşar (2011), was used as the data collection tool. TPACK-SCS is a scale with 4 sub-dimensions as Technological Pedagogical Content Knowledge (TPACK), Technological Pedagogical Knowledge (TPK), Technological Knowledge (TK), and Technological Content Knowledge (TCK). The Cronbach’s Alpha internal reliability coefficients of the scale were calculated between .78 and .94. Since the data obtained did not show normal distribution it was analyzed by Mann-Whitney U and Kruskal Wallis - H tests. According to the results, significant differences were found in the level of self-confidence and sub-dimensions of students’ TPACK according to gender, department, and owned digital technologies for education.

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Section: Discussionsupporting

confidence: 85%

Section: Discussionmentioning

confidence: 91%

Comparing Pre-Service Teachers’ Self-Confidence Levels in Technological Pedagogical Content Knowledge in Terms of Several Variables

Süzük¹,

Akinci²

2021

JEL

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“…As a result, Saudi teaching standards presently demand that Saudi teachers at all educational levels be competent in digital technologies to improve and transform teaching and learning [26]. Teacher preparation programs (pre-service training) are considered the cornerstone of teacher education because they ensure that novice teachers are competent for their future classrooms [27].…”

Section: Pre-service Teachers In the Saudi Contextmentioning

confidence: 99%

Critical Factors Influencing Pre-Service Teachers’ Use of the Internet of Things (IoT) in Classrooms

Al-Abdullatif

Al-Dokhny

Drwish

2022

Int. J. Interact. Mob. Technol.

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This This study aims to explore the factors that influence pre-service teachers' decisions to use the Internet of Things (IoT) in a classroom setting as a digital system to enhance their teaching and learning. To achieve this aim, the technology acceptance model (TAM) is used to investigate the effects of using the IoT in an e-learning environment on pre-service teachers’ perceived usefulness, perceived ease of use, attitudes toward using IoT, and the influence of such attitudes on students’ behavior. Forty-seven final-year pre-service teaching students were selected to participate by purposeful sampling. A quantitative approach via regression analysis was conducted to analyze the collected data. The results showed that the TAM-related factors of perceived usefulness and perceived ease of use significantly contributed to pre-service teachers’ intentions to use the IoT in classrooms. However, their intention to use the IoT was not influenced by their attitude toward it. Implications and recommendations for future work are suggested as a result of this study.

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“…Finally, the TPACK framework is useful for the ways in which it explicates the types of knowledge most needed in order to make technology integration successful in the classroom. Teachers need not even be familiar with the entire TPACK framework as such in order to benefit from it: they simply need to understand that instructional practices are best shaped by content-driven, pedagogically-sound, and technologically-forward thinking knowledge (Al-Abdullatif, 2019;Hsu et al;Koyuncuoglu, 2021;Lee, Smith, & Bos, 2014).…”

Section: Kara 528mentioning

confidence: 99%

An Investigation of Technological Pedagogical and Content Knowledge (TPACK) Competencies of Pre-Service Visual Arts Teachers

Kara

2021

IJTE

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This study aimed to examine TPACK (Technology, Pedagogy and Content Knowledge) competencies of pre-service visual arts teachers. Based on the descriptive and comparative survey model, TPACK competencies of pre-service visual arts teachers were compared on variables of gender, year of study and academic achievement. The participants of the study were 253 pre-service teachers studying in department of visual arts in Education Faculties of Atatürk, Karadeniz Teknik, Mersin and Necmettin Erbakan Universities. TPACK Competencies Scale was used to collect research data. The findings showed that TPACK competencies of pre-service visual arts teachers were low in terms of technology knowledge, but high in content knowledge. In addition, their TPACK competencies vary based on gender, year of study and academic achievement.

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Auditing the TPACK confidence of pre-service teachers: The case of Saudi Arabia

Cited by 22 publications

References 19 publications

Comparing Pre-Service Teachers’ Self-Confidence Levels in Technological Pedagogical Content Knowledge in Terms of Several Variables

Comparing Pre-Service Teachers’ Self-Confidence Levels in Technological Pedagogical Content Knowledge in Terms of Several Variables

Critical Factors Influencing Pre-Service Teachers’ Use of the Internet of Things (IoT) in Classrooms

An Investigation of Technological Pedagogical and Content Knowledge (TPACK) Competencies of Pre-Service Visual Arts Teachers

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