Simsek, O., & Yazar, T. (2018). Analyzing technology integration self-efficacy of prospective teachers: The case of Turkey. Electronic Journal of Social Sciences, 17(66), 744–765.    

Abstract:

“The purpose of this research is to examine the technology integration self-efficacy of prospective teachers in the framework of technological pedagogical content knowledge determined in the context of International Society for Technology in Education Standards (TPAB-ISTE) and to investigate whether the predictors of preparing pre-service teachers for technology use predicted the TPACK-ISTE self-efficacy significantly and how well those values predicted the TPACK-ISTE self-efficacy. Correlational and causal-comparative research designs of quantitative research methods were used in this research. The sample consists 3932 prospective teachers who study at undergraduate programs’ senior class level and pedagogical formation certificate programs at 18 different state universities in Turkey. In this research, a scale of which theoretical framework depends on TPACK and based on ISTE’s standards is used for data collection. According to the results of the research, significant difference was seen in favor of male teacher candidates in terms of technological knowledge. Also the prospective teachers who took computer courses based on a certificate had significantly higher technological knowledge and TPACK-ISTE self-efficacy scores than the others. The results indicated no significant difference in all dimensions and general scores of TPACK-ISTE self-efficacy in point of the type of program that prospective teachers attended. The predictors of preparing pre-service teachers for technology use more significantly predicted technological knowledge and TPACK-ISTE self-efficacy dimensions than the other dimensions.”