Chukwuemeka, E. J., Nsofor, C. C., Falode, O. C., & Aniah, A. (2019). Assessing pre-service teachers’ technological pedagogical content knowledge self-efficacy towards technology integration in colleges of education in south-west Nigeria. Journal of Science, Technology, Mathematics and Education (JOSMED), 15(3), 131-141. Retrieved from https://www.academia.edu/40632193/ASSESSING_PRE-SERVICE_TEACHERS_TECHNOLOGICAL_PEDAGOGICAL_CONTENT_KNOWLEDGE_SELF-EFFICACY_TOWARDS_TECHNOLOGY_INTEGRATION_IN_COLLEGES_OF_EDUCATION_IN_SOUTH-WEST_NIGERIA

Abstract:

“This study is a comparative investigation of pre-service teachers’ technological pedagogical content knowledge (TPACK) self-efficacy toward technology integration. The study employed a descriptive survey research design. A multistage sampling technique was used to obtain the sample, which comprised of 603 NCE II pre-service teachers from southwest colleges of education [in] Nigeria. TPACK self-efficacy questionnaire (TPACK-SQ) instrument was used to collect data on pre-service perceived self-efficacy. This instrument consisted of 42 items which [were] used to measure the 7 TPACK knowledge constructs (technology knowledge, content knowledge, pedagogy knowledge, pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge and   technological pedagogical content knowledge). The reliability of the instrument was determined using [the] Cronbach Alpha formula within the ranges of 0.71 to 0.86. Mean, Standard Deviation and independent samples t-test were used to analyze the data. The data collected revealed significant difference in technology knowledge (t = 2.431, p = .015) and technological pedagogical content knowledge (t = -2.072, p = .039) self-efficacy. Based on the findings, it was recommended that TPACK framework should be used as a tool to aid effective technology integration and assessment of teachers’ knowledge so as to improve teacher education curriculums and build higher self-efficacy in pre-service teachers.”