Intrapersonal Factors Affecting Technological Pedagogical Content Knowledge of Agricultural Education Teachers

Autor/inn/en	Stewart, Jessica; Antonenko, Pavlo D.; Robinson, J. Shane; Mwavita, Mwarumba
Titel	Intrapersonal Factors Affecting Technological Pedagogical Content Knowledge of Agricultural Education Teachers
Quelle	In: Journal of Agricultural Education, 54 (2013) 3, S.157-170 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Technology Integration; Self Efficacy; Technological Literacy; Pedagogical Content Knowledge; Agricultural Education; Expectation; Teacher Motivation; Preservice Teachers; Beginning Teachers; Experienced Teachers; Teacher Attitudes; Classroom Techniques; Preservice Teacher Education; Educational Change; Constructivism (Learning); Teaching Methods; Mastery Learning; Questionnaires; Multiple Regression Analysis; Correlation; Statistical Analysis; Oklahoma + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Technisches Wissen; Pädagogische Kompetenz; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Expectancy; Erwartung; Junior teacher; Junglehrer; Lehrerverhalten; Klassenführung; Lehramtsstudiengang; Lehrerausbildung; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Korrelation; Statistische Analyse
Abstract	The focus of this exploratory study was to examine levels of technology integration, self-efficacy, and Technological Pedagogical Content Knowledge (TPACK) in preservice and inservice agricultural education teachers in Oklahoma. The findings of this study suggest that intrapersonal factors, such as self-efficacy, outcome expectations, and interest, interact with teacher motivation to integrate technology and influence their TPACK. Further, the results suggest that experienced inservice teachers view technology tools as a mechanism to engage students and achieve instructional gains, whereas novice and preservice teachers tend to perceive technology tools primarily as a mechanism for improving classroom management. Implications include continuing to support and enact a shift in preservice teacher education from direct lecture and modeling-based instruction to more hands-on, constructivist methods of teaching that incorporate a variety of mastery experiences. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01