Beliefs and Knowledge for Pre-Service Teachers' Technology Integration during Teaching Practice: An Extended Theory of Planned Behavior

Autor/inn/en	Habibi, Akhmad; Riady, Yasir; Samed Al-Adwan, Ahmad; Awni Albelbisi, Nour
Titel	Beliefs and Knowledge for Pre-Service Teachers' Technology Integration during Teaching Practice: An Extended Theory of Planned Behavior
Quelle	In: Computers in the Schools, 40 (2023) 2, S.107-132 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Habibi, Akhmad) ORCID (Samed Al-Adwan, Ahmad) ORCID (Awni Albelbisi, Nour)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0569
DOI	10.1080/07380569.2022.2124752
Schlagwörter	Preservice Teachers; Student Attitudes; Beliefs; Knowledge Level; Technology Integration; Technological Literacy; Pedagogical Content Knowledge; Practicums; Intention; Behavior Theories; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? Schülerverhalten; Belief; Glaube; Wissensbasis; Technisches Wissen; Pädagogische Kompetenz; Practicum; Praktikum; Praktika; Ausland
Abstract	The main purpose of the current research was to explore the relationships between beliefs/knowledge and technology integration (TI) during teaching practice (i.e., placement or practicum) among Indonesian pre-service teachers. Five core variables of the theory of planned behavior or TPB (subjective norms, attitudes, perceived behavioral control, behavioral intention, and behavior) and one extended variable, technological pedagogical and content knowledge or TPACK, were included in the proposed model. Data from 1,181 respondents were analyzed through the systematic steps of partial least square structural equation modeling (PLS-SEM) and importance-performance analysis (IPMA). The main findings support all hypotheses; the strongest relationship emerges between behavioral intention and behavior, while the weakest correlation was between TPACK and behavioral intention. All variable performances were satisfactory. The highest performance was attitudes (71.734); the lowest was TPACK (65.027). Broadly, the results indicate the greater importance of beliefs as opposed to knowledge in influencing behavior in relation to TI. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01