Tantrarungroj, P., & Suwannatthachote, P. (2013). Enhancing pre-service teacher’s self-efficacy and technological pedagogical content knowledge in designing digital media with self-regulated learning instructional support in online project-based learning. Creative Education, 3(8), 77-81. http://doi.org/10.4236/ce.2012.38B017

Abstract:

”This study investigated pre-service teachers’ self-efficacy in designing digital media and their techno- logical pedagogical content knowledge (TPCK) for designing digital media using different forms of self- regulated learning instructional support for online project-based learning. The study used a 2 × 2 factorial research design. The sample consisted of 232 pre-service teachers from an institution situated in Bangkok, Thailand. The four different forms of self-regulated learning instructional support for online project-based learning were PB + SQ + PA, PB + SQonly, PB + PAonly, and PBonly. Two-way Multivariate Analysis of Variance (MANOVA) was used for data analysis. The results showed significant differences in pre-service teachers’ self-efficacy and TPCK posttest scores. No main effect was found between two different self-regulated learning strategies (SQ and PA) upon the means of self-efficacy in designing digital media scores and TPCK scores. The self-regulated learning strategies (SQ and PA) had a statistically significant interaction upon the means of self-efficacy in designing digital media scores while the self-regulated learning strategies (SQ and PA) had no interaction upon the means of the TPCK scores.”