An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers

By Jason T. Abbitt. 2011

433 citations recorded by the source corpus.

Subfields: Education, Gender Studies, Information Systems

View Paper: https://www.semanticscholar.org/paper/a74dc129c1b83a825db4f3c3bd82848342b29dce

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Eugene Lim
2. Sunyoung Park
3. Chanmin Kim
4. Young Ju Joo
5. J. Spector
6. Min Kyu Kim
7. Atikah Shemshack

In Gender Studies

1. Eugene Lim
2. Sunyoung Park
3. Young Ju Joo

In Information Systems

1. Eugene Lim
2. Sunyoung Park
3. Young Ju Joo
4. J. Spector

Citations in the corpus

• Teacher Beliefs and Technology Integration. (2013, background): “…value of technology for student learning (e.g., Polly et al., 2010); some regard teacher beliefs as self-efficacy regarding technology use (e.g., Abbitt, 2011;Wang, Ertmer, & Newby, 2004); and some regard teacher beliefs as a combination of self-efficacy, beliefs about the value of technology,…”
• Factors Influencing Preservice Teachers' Intention to Use Technology: TPACK, Teacher Self-efficacy, and Technology Acceptance Model (2018, background): “Scholars have found that TPACK is positively related to teacher self-efficacy, perceived ease of use, perceived usefulness of technology, and intention to use technology (Abbitt, 2011; Alsofyani et al., 2012; Horzum&Gungoren, 2012; Liu, 2011; Sahin, Celik, Akturk, & Aydin, 2013; Semiz&Ince, 2012).”