Kramarski, B., & Michalsky, T. (2014).  Effect of a TPACK-SRL model on teachers’ pedagogical beliefs, self-efficacy, and technology-based lesson design.  In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge (pp. 89-112). Springer. https://doi.org/10.1007/978-1-4899-8080-9_5

Abstract:

“The study examined whether enabling preservice science teachers to use the TPCK-SRL model for integrating SRL (Self-Regulated Learning) into TPCK (Technology Pedagogical Content Knowledge) influenced (a) beliefs about teaching and learning pedagogy, (b) self-efficacy beliefs in the context of using technology in the classroom, and (c) the extent to which these beliefs are connected to teachers’ TPCK-based lesson design. Two groups of teachers were compared (n = 96). One group practiced the TPCK-SRL model in a hypermedia environment, and the other practiced TPCK only in the same hypermedia environment. The findings indicated that after exposure to the TPCK-SRL training model, preservice teachers’ pedagogical beliefs tended more to favor student-centered learning (self-constructing knowledge) than the TPCK group. TPCK-SRL teachers also showed the strongest beliefs in their own technological self-efficacy, which influenced their ability to develop TPCK-based lesson designs in a constructivist way.”