Byker, E., Putnam, S. M., Polly, D., & Handler, L. K. (2018). Examining elementary education teachers and preservice teachers’ self-efficacy related to technological pedagogical and content knowledge (TPACK). In C. B. Hodges (Ed.), Self-efficacy in instructional technology contexts (pp. 119–140). https://doi.org/10.1007/978-3-319-99858-9_8 

Abstract:

“Self-efficacy is the belief people have about their capabilities to produce effective results related to the events and challenges that affect their lives (Bandura, Self-efficacy: The exercise of control. New York: Freeman, 1997). Self-efficacy represents a powerful influence on the behaviors of teachers due to its impact on instructional choice, effort, and persistence. Purposeful technology integration in teaching is an example of how choice, effort, and persistence converge as teachers make decisions about the types of tools they use to support their teaching. Such technology integration brings together technological knowledge, pedagogical knowledge, and content knowledge—known as the TPACK framework. Few studies have been conducted examining preservice and in-service teachers’ self-efficacy for TPACK. This study uses a survey design to examine preservice and in-service teachers’ (n = 89) self-efficacy to integrate educational technology in their teaching practice. The study also describes and reports on ways that teacher educators support self-efficacy development of preservice and in-service teachers.”