Lopez-Vargas, O., Duarte-Suarez, L., & Ibañez-Ibañez, J. (2017). Teacher’s computer self-efficacy and its relationship with cognitive style and TPACK. Improving Schools, 20(3), 264–277. https://doi.org/10.1177/1365480217704263

Abstract:

“The research reviews the existing relationship between teachers’ computer self-efficacy, cognitive style in the field dependence–independence (FDI) dimension, and technological pedagogical content knowledge (TPACK). It also inquired into the influence of teachers’ performance area on self-efficacy and TPACK. In total, 208 teachers from a public education institution in Valle de Tenza, Boyacá, Colombia, participated in the study. The Embedded Figures Test (EFT), self-efficacy, and TPACK tests were applied. A correlations analysis and an analysis of variance (ANOVA) were performed. The results showed significant associations between cognitive style, self-efficacy, technological knowledge, and TPACK. In addition, they evidenced the existence of significant differences in self-efficacy, technological knowledge, and TPACK, according to the performance area and cognitive style.”