Pre-service Science Teachers’ Motivational Factors associated Technology Integration Competency: An Exploration of TPACK Confidence and Beliefs about Technology in Education

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Phattaraporn Pondee
Niwat Srisawasdi


Background: Technological pedagogical and content knowledge (TPACK) is critical for effective teaching with technology, and TPACK has been considered in recent years as a theoretical framework for pre-service teacher preparation improvement. Purpose: The purpose of this study was to explore current status of pre-service science teachers’ TPACK confidence and their beliefs about technology in education, and examine the relationship between those factors. Methods: The participants were 74 pre-service science teachers, who were in their final year before school internship, studying in science teacher education program at a public university located in Northeastern region of Thailand. They were explored TPACK confidence and beliefs about technology in education by using 5-points rating scale questionnaires. Results: The highest mean scores were 4.01 and 3.96 on TPK and TPACK, respectively, and the lowest mean scores were 3.54 and 3.66 on CK and TCK, respectively. These results indicated that pre-service science teachers had highly confidence to use technology in their instruction, but they showed lowly confidence in their knowledge related to science content. In term of their beliefs about technology in education, the highest scores were 3.88, 3.46, and 3.37 on measured dimensions of technology as educational process, technology as integrating tool in education, and technology as teaching and learning tools, respectively. The result indicated that pre-service science teacher sensed that technology plays a critical role in educational reform more than just acting as supporting tools in instructional process. In addition, there were some degrees of relationship among their TPACK confidence, particularly by PK, and belief about technology in education.  The highest correlations were between TPACK and technology as educational process (r=.489) and TPK and and technology as educational process (r=.440). Implication: Several implications and recommendations are derived and discussed in this study regarding their’ TPACK confidence and their belief about technology in education.


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