A Comprehensive Model Covering Prospective Teachers' Technology Use: The Relationships among Self, Teaching and Learning Conceptions and Attitudes

Autor/inn/en	Bahçivan, Eralp; Günes, Erhan; Üstündag, Mutlu Tahsin
Titel	A Comprehensive Model Covering Prospective Teachers' Technology Use: The Relationships among Self, Teaching and Learning Conceptions and Attitudes
Quelle	In: Technology, Pedagogy and Education, 27 (2018) 4, S.399-416 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bahçivan, Eralp) ORCID (Günes, Erhan) ORCID (Üstündag, Mutlu Tahsin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2018.1479296
Schlagwörter	Beliefs; Self Concept; Teaching Methods; Instruction; Educational Technology; Technology Uses in Education; Preservice Teachers; Student Attitudes; Constructivism (Learning); Predictor Variables; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Belief; Glaube; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching process; Unterrichtsprozess; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerverhalten; Prädiktor; Ausland; Türkei
Abstract	This study was conducted to propose and examine a comprehensive model embracing prospective teachers' beliefs about self, teaching and learning conceptions, and attitudes towards using instructional technologies. Prospective or inservice teachers' beliefs (from central to peripheral) and attitudes may empower the support of teacher training related to using instructional technologies. Participants were 1208 Turkish prospective teachers from five different universities who participated voluntarily and were selected using convenience sampling. Structural equation modelling analysis showed that prospective teachers' beliefs about the autonomous self and autonomous--related self positively related to both their constructivist beliefs about teaching and learning and attitudes towards using instructional technologies, whereas the same beliefs negatively related to traditional conceptions of teaching and learning. Moreover, participants' constructivist beliefs about teaching and learning positively predicted their attitudes towards using instructional technologies. Furthermore, their beliefs about related self positively and unexpectedly predicted their constructivist conceptions and attitudes. Implications are presented considering these results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01