Inquiry of Pre-Service Teachers' Concern about Integrating Web 2.0 into Instruction

Autor/inn/en	Hao, Yungwei; Lee, Kathryn S.
Titel	Inquiry of Pre-Service Teachers' Concern about Integrating Web 2.0 into Instruction
Quelle	In: European Journal of Teacher Education, 40 (2017) 2, S.191-209 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2017.1285278
Schlagwörter	Inquiry; Preservice Teachers; Preservice Teacher Education; Technology Integration; Web 2.0 Technologies; Online Surveys; Student Teacher Attitudes; Self Efficacy; Knowledge Base for Teaching; Demography; Multiple Regression Analysis; Correlation; Foreign Countries; Teacher Effectiveness; Likert Scales; Statistical Analysis; Factor Analysis; Taiwan; Teacher Efficacy Scale + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Self-efficacy; Selbstwirksamkeit; Teaching theory; Theory of teaching; Unterrichtstheorie; Demografie; Korrelation; Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Likert-Skala; Statistische Analyse; Faktorenanalyse
Abstract	To promote technology integration, it is essential to address pre-service teacher (PST) concerns about facilitating technology-enhanced learning environments. This study adopted the Concerns-Based Adoption Model to investigate PST concern on Web 2.0 integration. Four hundred and eighty-nine PSTs in a teacher education university in north Taiwan participated in this study, achieving a response rate of almost 50%. Participants completed online surveys at their convenience over a two-week period. Significant relationships between the concern and a few personal characteristics were found. The PST concern was most intense in the self-concern stage and then fluctuated from task-concern to impact-concern within a small range. Findings of the study provide valuable insights for personalising teacher education as to how levels of concern, self-efficacy for teaching, teacher knowledge and demographics influence the change process required for Web 2.0 integration in instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01