Teacher Self-Efficacy in Technology Integration as a Critical Component in Designing Technology-Infused Teacher Preparation Programs

Autor/inn/en	Williams, Mia Kim; Christensen, Rhonda; McElroy, Dennis; Rutledge, David
Titel	Teacher Self-Efficacy in Technology Integration as a Critical Component in Designing Technology-Infused Teacher Preparation Programs
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 23 (2023) 1 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Self Efficacy; Technology Integration; Curriculum Development; Technology Uses in Education; Teacher Education Programs; Preservice Teachers; Student Attitudes; Student Experience; Literature Reviews; Knowledge Level; Digital Literacy; Affective Behavior; Pedagogical Content Knowledge; Technological Literacy + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerverhalten; Studienerfahrung; Wissensbasis; Affective disturbance; Active behaviour; Affektive Störung; Pädagogische Kompetenz; Technisches Wissen
Abstract	This article focuses on factors related to supporting the development of teacher candidates' self-efficacy as critical components in designing technology-infused teacher preparation programs. Through a synthesis of relevant literature, the authors present information about elements influencing teacher self-efficacy in technology integration (TSEinTI) such as environments, attitudes, beliefs, intentions, support, policies, and resources. Findings describe the connection of TSEinTI to the experiences in teacher preparation programs through which teacher candidates gain the necessary knowledge, skills, and dispositions to enable the successful integration of technology in their future classrooms. Additionally, findings reveal the influence of program culture that can support teacher candidates' growth as they progress through a technology-infused approach to teacher preparation. The authors summarize recommendations for teacher preparation programs in the context of designing program-wide and program-deep technology-infused experiences to support the growth of candidates' teacher self-efficacy in technology integration. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: https://citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01