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Sources d’influence de l’autoefficacité relative à un enseignement intégrant les TIC chez des enseignants du primaire

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Abstract

Dans un contexte éducatif où l’intégration des technologies est prisée, on peut s’interroger sur la compétence des enseignants à intégrer les technologies de l’information et de la communication (TIC) (Mueller et al. , 2008; Chai et al. , 2011). Parmi les facteurs d’ordre personnel pouvant influencer le développement de cette compétence se trouve l’autoefficacité (Klassen et al. , 2011; Wheatley, 2005). Cependant, les études qui s’intéressent aux facteurs d’influence de cette autoefficacité, dont celles de Bursal et Yigit (2012), de Kreijns et al. (2013) ainsi que de Robertson et Al-Zahrani (2012), affichent des résultats différents. Cet article présente donc une étude sur l’autoefficacité relative à un enseignement intégrant les TIC chez des enseignants du primaire. Plus précisément, il traite du niveau d’autoefficacité de ces enseignants et des sources d’influence de l’autoefficacité. Les résultats relatifs au niveau d’autoefficacité indiquent que la majorité des neuf enseignantes interrogées sont plutôt en accord avec le fait qu’elles sont en mesure d’intégrer les TIC dans leur enseignement et avec l’idée qu’un enseignement qui intègre les TIC apporte des retombées positives. Pour ce qui est des sources, ce sont l’expérience active de maîtrise ainsi que les états physiques et émotionnels qui semblent avoir une incidence plus marquée sur l’autoefficacité des participantes, alors que l’expérience vicariante et la persuasion verbale semblent y contribuer dans une moindre mesure. Ces résultats sont discutés à la lumière de la théorie sociocognitive de l’autoefficacité et d’études antérieures.

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... Cette source serait plus influente que les trois autres, car elle met en évidence plus clairement ce qu'une personne est en mesure de faire pour obtenir des succès (Melançon, Lefebvre et Thibodeau, 2013). Cette source expliquerait ainsi la compétence à intégrer les TIC par les enseignants, selon les succès et les échecs qu'ils ont vécus antérieurement avec ces outils (Melançon, Lefebvre et Thibodeau, 2013). ...
... Cette source serait plus influente que les trois autres, car elle met en évidence plus clairement ce qu'une personne est en mesure de faire pour obtenir des succès (Melançon, Lefebvre et Thibodeau, 2013). Cette source expliquerait ainsi la compétence à intégrer les TIC par les enseignants, selon les succès et les échecs qu'ils ont vécus antérieurement avec ces outils (Melançon, Lefebvre et Thibodeau, 2013). Nous pouvons ainsi supposer qu'un enseignant qui n'a pas vécu une expérience positive avec les TIC pendant sa formation initiale à l'enseignement sera moins enclin à intégrer les technologies dans sa pratique d'enseignement. ...
... Ce dernier peut se produire soit par l'observation du modèle dans l'action, soit par l'enseignement verbal de la tâche (Bandura, 2007). Trois éléments ont une influence sur l'expérience vicariante: la compétence du modèle, les caractéristiques similaires entre les individus et la similitude de performance (Melançon, Lefebvre et Thibodeau, 2013). Pour Bandura (2007) ...
Thesis
En Amérique latine, le Costa Rica a assumé un rôle de pionnier pour l’intégration des technologies dans le système éducatif déjà dans les années ‘80. Cependant, l’intégration des technologies dans la formation des enseignants est encore actuellement un défi. Cette thèse s’inscrit dans un questionnement sur la place des technologies dans la formation des enseignants et elle présente trois objectifs : 1) identifier les déterminants individuels et organisationnels de l’adoption des technologies dans les institutions de formation des enseignants ; 2) déterminer l’utilisation des technologies de la part des futurs enseignants pour leur formation ; 3) déterminer comment les futurs enseignants perçoivent leur efficacité par rapport à l’intégration pédagogique des technologies dans leurs approches pédagogiques. Pour atteindre ces objectifs, une méthodologie mixte a été employée. Ce sont 341 futurs enseignants du Costa Rica provenant des deux universités costariciennes offrant le programme de formation en enseignement préscolaire et primaire qui ont complété le questionnaire en plus de 16 participants à des entretiens semi-dirigés et l’analyse de 9 documents stratégiques du Ministère de l’éducation publique du Costa Rica et les politiques institutionnelles des deux universités à l’étude. Les principaux résultats montrent que les facteurs d’adoption ou de résistance aux technologies relèvent tant du domaine individuel qu’organisationnel. Ces facteurs sont par exemple l’attitude des professeurs envers les technologies et la perception de leur utilité, les politiques institutionnelles et les ressources technologiques disponibles. Le principal constat relatif à l’utilisation des technologies des futurs enseignants pour leur formation est que les types d’instruments et d’applications les plus utilisés ne sont pas les même que les professeurs et que les usages diffèrent selon les instruments. Finalement, les futurs enseignants perçoivent leur niveau d’auto-efficacité pour intégrer pédagogiquement les technologies dans leur pratique pédagogique comme étant plutôt bon, bien qu’il y ait une différence entre les deux universités étudiées.
... À l'inverse, les échecs produisent l'effet opposé (Bandura, 2007). L'expérience met en évidence ce qu'une personne est en mesure de faire pour obtenir des succès (Melançon, Lefebvre et Thibodeau, 2013) et elle permet d'expliquer la compétence à intégrer les outils numériques par les enseignants, selon les succès et les échecs qu'ils ont vécus antérieurement avec ces outils (Melançon et al., 2013). Nous pouvons ainsi supposer qu'un enseignant qui n'a pas vécu une expérience positive avec les outils numériques pendant sa formation initiale sera moins enclin à intégrer les technologies dans sa pratique d'enseignement. ...
... À l'inverse, les échecs produisent l'effet opposé (Bandura, 2007). L'expérience met en évidence ce qu'une personne est en mesure de faire pour obtenir des succès (Melançon, Lefebvre et Thibodeau, 2013) et elle permet d'expliquer la compétence à intégrer les outils numériques par les enseignants, selon les succès et les échecs qu'ils ont vécus antérieurement avec ces outils (Melançon et al., 2013). Nous pouvons ainsi supposer qu'un enseignant qui n'a pas vécu une expérience positive avec les outils numériques pendant sa formation initiale sera moins enclin à intégrer les technologies dans sa pratique d'enseignement. ...
... La deuxième source d'information, l'expérience vicariante, concerne l'apprentissage de connaissances par le modelage qui peut se produire soit par l'observation du modèle dans l'action, soit par l'enseignement verbal de la tâche (Bandura, 2007). Trois éléments ont une influence sur l'expérience vicariante : la compétence du modèle, les caractéristiques similaires entre les individus et la similitude de performance (Melançon et al., 2013). Bandura (2007) considère le niveau de compétence du modèle comme l'élément le plus important. ...
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Dans cet article, nous nous intéressons aux facteurs d’adoption des technologies dans les établissements de formation des enseignants au Costa Rica. Prenant appui sur la théorie de la diffusion des innovations de Rogers (2003), nous avons réalisé des entrevues semi-dirigées auprès des professeurs, des directeurs de programme et des responsables techniques du numérique de deux universités costariciennes. Nous montrons d’une part que les facteurs d’adoption ou de résistance aux technologies sont en lien tant avec l’organisation (externes) qu’avec les individus (internes). D’autre part, les professeurs préfèrent les instruments plus conventionnels et opposent une certaine résistance aux technologies les plus récentes.
... Ils réclament également du temps et une rétroaction afin de s'approprier correctement les notions de cours étudiées. L'enseignement à distance doit être établi sur l'autonomie et la motivation des étudiants dans l'apprentissage pour la réussite de ces derniers (Freund, 2016 ;Landry et al., 2005 ;Melançon et al., 2013). Il serait sans doute adéquat de permettre à l'étudiant de s'approprier les notes de cours sur une période plus longue. ...
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... La source « états physiologiques et émotionnels », considérée comme pertinente, principalement dans le domaine du sport ou de la santé (Bandura, 2003), n'a pas été retenue compte tenu de l'implication des chercheurs dans la formation universitaire des participants qui auraient pu rencontrer des difficultés à exprimer leurs affects. Chacune des trois catégories a ainsi été subdivisée en plusieurs sous-catégories, elles-mêmes associées à des descripteurs qui ont été définis, au départ, à l'aide des descriptions proposés par d'autres chercheurs qui ont étudié le sentiment d'auto-efficacité (Galand et Vanlede, 2004;Melançon et al., 2013;Guy et Hubert, 2014 Dans une moindre mesure, il ressort que le commanditaire du projet au même titre que les membres du jury de soutenance (professionnels extérieurs, enseignants universitaires, commanditaire du projet) représentent des personnes signifiantes pour quelques étudiants (3 sur 10). ...
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... Ils réclament également du temps et une rétroaction afin de s'approprier correctement les notions de cours étudiées. L'enseignement à distance doit être établi sur l'autonomie et la motivation des étudiants dans l'apprentissage pour la réussite de ces derniers (Freund, 2016 ;Landry et al., 2005 ;Melançon et al., 2013). Il serait sans doute adéquat de permettre à l'étudiant de s'approprier les notes de cours sur une période plus longue. ...
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... Ils réclament également du temps et une rétroaction afin de s'approprier correctement les notions de cours étudiées. L'enseignement à distance doit être établi sur l'autonomie et la motivation des étudiants dans l'apprentissage pour la réussite de ces derniers (Freund, 2016 ;Landry et al., 2005 ;Melançon et al., 2013). Il serait sans doute adéquat de permettre à l'étudiant de s'approprier les notes de cours sur une période plus longue. ...
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... Ils réclament également du temps et une rétroaction afin de s'approprier correctement les notions de cours étudiées. L'enseignement à distance doit être établi sur l'autonomie et la motivation des étudiants dans l'apprentissage pour la réussite de ces derniers (Freund, 2016 ;Landry et al., 2005 ;Melançon et al., 2013). Il serait sans doute adéquat de permettre à l'étudiant de s'approprier les notes de cours sur une période plus longue. ...
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For many years, researchers have searched for the factors affecting the use of computers in the classroom. In studying the antecedents of educational computer use, many studies adopt a rather limited view because only technology-related variables, such as attitudes to computers and computer experience were taken into account. The present study centres on teachers’ educational beliefs (constructivist beliefs, traditional beliefs) as antecedent of computer use, while controlling for the impact of technology-related variables (computer experience, general computer attitudes) and demographical variables (sex, age). In order to identify differences in determinants of computer use in the classroom, multilevel modelling was used (N = 525). For measuring primary teachers’ use of computers to support the leaching or learning process a modified version of the ‘Class Use of Computers’ scale of van Braak et al. [van Braak, J., Tondeur, J., & Valcke, M. (2004). Explaining different types of computer use among primary school teachers. European Journal of Psychology of Education, 19(4), 407–422] was used. The present article supports the hypothesis that teacher beliefs are significant determinants in explaining why teachers adopt computers in the classroom. Next to the impact of computer experience, general computer attitudes and gender, the results show a positive effect of constructivist beliefs on the classroom use of computers. Traditional beliefs have a negative impact on the classroom use of computers.
Article
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This study was conducted to explore the relationship between Internet self-efficacy and preferences toward constructivist Internet-based learning environments. The sample included 365 college students in Taiwan who all majored in early childhood care and pre-school education. Some of them were preservice pre-school teachers (n=185), and the rest of them were inservice pre-school teachers who pursued a degree for childhood care (n=180). Through analyzing student questionnaire responses, the findings revealed that general Internet self-efficacy might foster the preferences of constructivist Internet-based learning environments. In other words, when widely implementing constructivist Internet-based learning environments, a prerequisite may be the condition that the learners should have adequate general Internet self-efficacy. By using structural equation model (SEM), this study further investigated the causal relations among the variables considered in this study. The SEM analysis showed that students with higher general Internet self-efficacy clearly showed more preferences toward Internet learning environments where they can use with ease, explore real-life problems, display multiple sources of information, conduct open-ended inquiry learning activities, and elaborate the nature of knowledge. However, students with higher communicative Internet self-efficacy tended to display relatively less preferences for inquiry learning on the Internet.
Article
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Le but de la présente étude multicas est d'analyser le cheminement qui a mené des enseignants du primaire à une utilisation exemplaire des technologies de l'information et de la communication (TIC) en classe. Elle vise aussi à comprendre comment et pourquoi certains enseignants réussissent à intégrer les TIC dans leur classe, alors qu'une grande majorité d'enseignants, placés dans un contexte similaire, ne les utilisent pas ou ne les utilisent qu'occasionnellement et superficiellement. Par un processus de sélection des cas basé sur la méthode de nomination par des spécialistes en TIC, soutenue par un important dispositif permettant de s'assurer de l'exemplarité des sujets (questionnaire, entrevue initiale, observations en classe et grille d'utilisation des TIC), sept enseignants ont été choisis, soit six femmes et un homme. Provenant de cinq commissions scolaires différentes, toutes situées en périphérie de Montréal, ces enseignants oeuvraient comme titulaires en adaptation scolaire, au premier, deuxième ou troisième cycle du primaire. Outre les méthodes de collecte de données mises en place lors du processus de sélection des cas, les enseignants ont participé à deux ou trois entrevues semi-dirigées additionnelles et à une entrevue de groupe. La direction de leur école, tout comme leur conjoint (ou un pair significatif) ont également été questionnés afin de trianguler leurs propos. Une analyse de contenu, réalisée à l'aide du logiciel N'Vivo, a permis de dresser le profil individuel de chacun des sept sujets et par la suite de laisser émerger les convergences et les divergences entre les sept cas par une analyse comparative. L'analyse des données recueillies auprès de chacun des enseignants a permis de décrire en profondeur le parcours de chaque sujet en regard des TIC. Ainsi, chaque récit est divisé en plusieurs sections, soient les caractéristiques personnelles de l'enseignant, le contexte technologique et d'enseignement dans lequel il travaille, son utilisation des TIC, les avantages pédagogiques qu'il leur attribue, sa perception de ses compétences technologiques, les événements marquants de son parcours, les difficultés qu'il a rencontrées, comment il les a surmontées, de même que les stratégies qu'il a employées pour développer ses habiletés technologiques. Chaque récit se termine par une synthèse permettant d'en dégager les grandes lignes. Les analyses comparatives ont permis, quant à elles, de comprendre que les enseignants n'empruntent pas tous le même parcours pour devenir des utilisateurs importants des TIC à l'école. Ainsi, elles ont permis de raffiner le modèle du processus d'intégration des TIC qui avait été développé dans le cadre de référence. En effet, le stade de « sensibilisation » du modèle n'est pas toujours présente, alors que la permutabilité et le chevauchement des stades d'utilisation des TIC ont été démontrés. Le caractère cyclique du processus a également été mis en lumière. De plus, il a été possible de définir différents rôles qu'adoptaient les enseignants lors de leur processus d'intégration des TIC. Les analyses comparatives ont aussi permis de comprendre qu'un seul facteur ne peut, à lui seul, expliquer le développement de cette utilisation importante des TIC chez les enseignants ayant participé à l'étude. Parmi les facteurs les plus déterminants se retrouve le fait que ces enseignants ne soient pas novices ni en enseignement, ni en intégration des TIC et qu'ils soient, de manière générale, très impliqués dans leur école et engagés dans leur formation continue. Ils utilisent de nombreuses stratégies (en moyenne plus de huit différentes) pour développer leurs compétences technologiques et investissent beaucoup de temps personnel et professionnel à l'intégration des TIC puisqu'ils croient en son importance et sa pertinence pédagogique. Ils voient les TIC comme un outil qui possède de nombreux avantages pédagogiques. Dans leur pratique, les sept enseignants ayant participé à l'étude n'utilisent pas de matériel pédagogique spécifique, mais misent plutôt sur l'approche par projets combinée à d'autres méthodes d'enseignement (ateliers, tableau de programmation, plan de travail, etc.). Ils ont tous adopté préalablement à l'intégration des TIC, ou ils ont développé tôt dans leur parcours, une approche pédagogique ou un type de gestion de classe qui leur a permis d'intégrer facilement les TIC à leur enseignement. De plus, ils ont bénéficié de formations, d'une accessibilité à des équipements adéquats en classe et surtout, d'un soutien important qui ont facilité et possiblement accéléré leur processus d'intégration des TIC. Ces enseignants sont en constante recherche et à l'affût de tout ce qui permettra d'aider leurs élèves à apprendre plus et mieux. Ils sont également fonceurs, persévérants ou ils gardent une attitude positive face aux difficultés. Ils ont également développé autour d'eux un réseau de collaboration ou de soutien formé non seulement d'enseignants, mais aussi de personnes-ressources (pour échanger et trouver réponse à leurs questionnements). Finalement, il semble que ces enseignants aient vécu, tôt dans leur parcours, un « coup de coeur » face aux TIC qui les a profondément touchés et qui les a motivés à poursuivre leur cheminement TIC malgré les embûches. Ces résultats demandent toutefois une validation à plus grande échelle puisqu'ils sont issus d'une étude multicas qui, même si elle repose sur de nombreux dispositifs visant à en assurer la validité, n'a aucune prétention à la généralisation. En apportant un regard détaillé et en profondeur sur le phénomène de l'appropriation des TIC par les enseignants du primaire, ces nouvelles connaissances pourront orienter les interventions des organismes et des personnes qui cherchent à faciliter l'intégration des TIC par les enseignants. Elles permettront sans doute ainsi d'aider d'autres enseignants à atteindre une utilisation importante des TIC et éventuellement à favoriser l'émergence, chez les élèves, des compétences nouvelles indispensables dans le contexte d'une société en mouvance. La présente recherche a également soulevé plusieurs questionnements qui demeurent à ce jour sans réponse et qui, en soi, constitueraient d'intéressantes perspectives de recherches.
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Technical Report
Ce document présente sommairement 1. le contexte, les objectifs, la méthodologie et les principaux résultats d’une recherche ayant pour principal objectif de dresser un portrait du niveau de maîtrise de la compétence à intégrer de façon pédagogique les technologies de l’information et de la communication (TIC) chez les futurs enseignants du Québec en stages III et IV 2. Des acteurs de l'éducation de partout au Québec ont participé à cette recherche financée par le ministère de l'Éducation, du Loisir et du Sport (MELS). En effet,l'ensemble des neuf universités francophones du Québec offrant un programme de formation initiale à l’enseignement ont participé à cette importante enquête à laquelle ont pris part quelque 2 653 futurs enseignants,formateurs universitaires, superviseurs, enseignants associés3 et experts en TIC du milieu scolaire. Les résultats de l’enquête sont encourageants à plusieurs égards. Ils montrent notamment que les futurs enseignants possèdent à la fois les équipements nécessaires pour se familiariser avec les TIC et une grande maîtrise des outils de base. De surcroît, les résultats révèlent que les futurs enseignants utilisent régulièrement et de façon critique les TIC pour planifier, communiquer, rechercher de l’information, résoudre des problèmes ou se perfectionner. L’enquête confirme aussi qu’une majorité d’enseignants utilise les TIC pour planifier leurs activités d’enseignement. De surcroit, même si l’usage pédagogique des TIC est surtout présent dans les activités de planification et de préparation et pour amener les élèves à utiliser les TIC, une proportion plus faible mais encourageante de futurs enseignants utilise de façon pédagogique et régulière les TIC en salle de classe.
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The main purpose of the present study is to investigate middle school students’ science self-efficacy as well as its sources and outcomes as a function of gender. Bandura’s hypothesized sources of self-efficacy (i.e., mastery experience, vicarious experience, verbal persuasion, and emotional arousal) in addition to being inviting with self and inviting with others were examined as sources of self-efficacy, while cognitive and metacognitive strategy use was examined as an outcome of self-efficacy. A total of 1,932 students participated in the study and were administered self-report instruments. Results showed that the relationship between science self-efficacy and its proposed sources does not change as a function of gender. All proposed sources, except for vicarious experience, were found to be significantly related to students’ scientific self-efficacy. Moreover, girls were found to experience significantly more emotional arousal and to send positive messages to others more than boys. On the other hand, no gender difference was found concerning science self-efficacy and strategy use. The findings also revealed a positive association between science self-efficacy and strategy use. Overall, findings supported Bandura’s conception of self-efficacy and suggested invitations as additional sources of self-efficacy.
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This review investigates the state of teacher self- and collective efficacy research conducted from 1998 to 2009. Two hundred and eighteen empirical articles published in 1998–2009 were examined for key characteristics and compared to research published in the previous 12 years (i.e., 1986–1997). Results from the review show increases in overall teacher efficacy research, methodological diversity, domain specificity, internationalization, and focus on collective efficacy. Continuing problem areas were a lack of attention to the sources of teacher efficacy, continued measurement and conceptual problems, a lack of evidence for the links between teacher efficacy and student outcomes, and uncertain relevance of teacher efficacy research to educational practice. An outline of directions for future teacher efficacy research is provided.
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The purpose of this study was to investigate the degree to which A. Bandura's (1997) hypothesized sources of self-efficacy predict the science self-efficacy beliefs of middle school students (N = 319), to replicate previous findings that science self-efficacy predicts science achievement, and to explore how science self-efficacy and its antecedents differ by gender. Significant correlations were found between mastery experiences, vicarious experiences, social persuasions, physiological arousal, and self-efficacy. Only mastery experiences significantly predicted science self-efficacy. Girls reported stronger science self-efficacy than did boys. Findings support and extend the theoretical tenets of Bandura's social cognitive theory. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 485–499, 2006
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The purpose of this study was to explore the influence of the four traditionally hypothesized sources of self-efficacy on learners' self-efficacy beliefs regarding learning mathematics in an asynchronous environment. The context of the study was a college algebra and trigonometry course offered in an asynchronous, technology-intensive emporium model at a large, public university in the southeastern United States. Participants (N = 99) completed surveys assessing their self-efficacy to learn mathematics in this environment as well as to assess their mastery experiences, vicarious experiences, social persuasion, and physiological state. Regression analysis indicated that in this environment, the most important factors are vicarious experiences, followed by affective/physiological influences.
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The purpose of this study was to explore the personal stories of men who selected careers in science, technology, engineering, or mathematics (STEM) to better understand the ways in which their self-efficacy beliefs were created and subsequently influenced their academic and career choices. Analysis of 10 narratives revealed that mastery experience was the primary source of the men's self-efficacy beliefs. These results are compared to those from Zeldin and Pajares' earlier study involving women in STEM careers. For women, social persuasions and vicarious experiences were the primary sources of self-efficacy beliefs. Together, these findings suggest that different sources are predominant in the creation and development of the self-efficacy beliefs of men and women who pursue STEM careers. The self-efficacy beliefs of men in these male-dominated domains are created primarily as a result of the interpretations they make of their ongoing achievements and successes. Women, on the other hand, rely on relational episodes in their lives to create and buttress the confidence that they can succeed in male-dominated domains. Findings were consistent with the theoretical tenets of A. Bandura's social cognitive theory. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1036–1058, 2008
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Abstract There is growing interest in the integration of technology into the classroom. A range of initiatives have been launched to develop in-service teacher training processes that will strengthen this integration. In the present paper, we systematize the findings of a large selection of studies on this topic, focusing on domains and competencies linked to teacher training propositions for technology integration. Our main result is the presentation of six such domains that have been proposed in the existing literature: instrumental/technological, pedagogical/curricular, didactic/methodological, evaluative/investigative, communicational/relational and personal/attitudinal. A set of teaching competencies for each domain is also identified. These domains and competencies together form the bases for creating a technology integration training model.
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Self-efficacy has been shown to be an issue of concern for primary teacher education students – many of them have low self-efficacy and this can negatively affect their future teaching of science. Previous research has identified four factors that may contribute towards self-efficacy: enactive mastery experiences, vicarious experiences, verbal persuasion and physiological/affective states. It could also be argued that there are additional sources of self-efficacy that apply to primary teacher education students, namely cognitive content mastery, cognitive pedagogical mastery and simulated modelling. The main purpose of the present paper was to investigate the relative importance of the various sources of self-efficacy in a primary science methods course. Data on changes in self-efficacy and sources of self-efficacy were collected throughout the course using formal and informal surveys. It was found that the main source of self-efficacy was cognitive pedagogical mastery.
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The purpose of this study was to develop and validate items with which to assess A. Bandura’s (1997) theorized sources of self-efficacy among middle school mathematics students. Results from Phase 1 (N = 1111) were used to develop and refine items for subsequent use. In Phase 2 of the study (N = 824), a 39-item, four-factor exploratory model fit best. Items were revised to strengthen psychometric properties. In Phase 3 (N = 803), a 24-item, four-factor confirmatory factor model fit best. This final model was invariant across gender and ethnicity. Subscales correlated with self-efficacy, self-concept, mastery goals, and optimism. Results suggest that the sources scale is psychometrically sound and could be adapted for use in other domains.
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The purpose of this study was to examine the influence of Bandura’s (1997) hypothesized sources of self-efficacy on the academic and self-regulatory efficacy beliefs of entering middle school students (N = 263) and to explore whether these sources differ as a function of gender, reading ability, and race/ethnicity. For the full sample, mastery experience, vicarious experience, social persuasions, and physiological state independently predicted academic and self-regulatory self-efficacy, with mastery experience proving the strongest predictor. Mastery experience and social persuasions predicted girls’ academic and self-regulatory self-efficacy, whereas mastery and vicarious experiences predicted these self-beliefs for boys. African American students’ mastery experiences and social persuasions predicted their academic self-efficacy. Mastery experience did not predict the self-efficacy beliefs of low-achieving students. Findings support and refine the theoretical tenets of Bandura’s social cognitive theory.
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The present study resulted in the development of a measure for the four sources of self-efficacy expectations postulated by Bandura's (1977, 1997) theory in the domain of social behaviors. The four sources subscales were internally consistent and related as postulated to relevant criterion measures and theoretical constructs. Examination of the degree to which the four sources of social self-efficacy were empirically (as opposed to theoretically) distinct provided conclusions similar to those of previous research on the sources of mathematics self-efficacy expectations, most importantly the clustering of Past Performance, Emotional Arousal, and Social Persuasion (all direct learning experiences) distinct from Vicarious Learning, an indirect learning experience.
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Abstract There is no unified view about how teachers' integration of information and communication technology (ICT) should be measured. While many instruments have focused on the technological aspects, recent studies have suggested teachers' pedagogical considerations, professional development, and emerging ethical and safety issues should be included when assessing teachers' ICT literacy. Using the performance standards created by the International Society for Technology in Education, a group of Taiwanese teachers developed equivalent items. After consulting expert panels and interviewing teachers, a scale was constructed. Using this instrument, 3729 teachers from grades 1 through 9 in Taiwan were sampled. Half of the data was analysed by exploratory factor analysis to find the underpinning structure, and the second half was analysed by confirmatory factor analysis to verify the subscales. The results confirmed six subscales for teachers' ICT integration: (1) information collection and preparation; (2) material production and troubleshooting; (3) communication and sharing; (4) planning, teaching and evaluation; (5) professional development and self-study; and (6) ethical, health and safety issues. Using two teacher attributes, school levels and course or degree obtained, the scale was further verified for its feasibility. The established scale examines the existing concerns for technology, pedagogy and professional development at once with a new addition of ethical and safety issues, which demand growing attention in teachers of future generation.
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Within the field of educational technology, Technological Pedagogical Content Knowledge (TPACK) has been theorized as a seven-factor construct to describe teacher’s integration of information and communication technology (ICT) in their teaching. However, this framework has yet to be successfully validated through survey instruments. This paper examines the construct validity of a TPACK survey that was contextualized for the pedagogical approaches employed in a 12-week ICT course designed with reference to the TPACK framework for Singaporean primary school pre-service teachers. Using this framework, the researchers were able to uncover five of the seven TPACK constructs which were a better model fit as compared with several extant studies of TPACK surveys. Using these results, pre and post-course structural equation models were constructed to explain the relationships amongst the different constructs of teachers’ TPACK perceptions. It was found that pedagogical knowledge had a direct impact on TPACK at the beginning of the course. As teachers made connections between their technological knowledge and pedagogical knowledge to form technological pedagogical knowledge during the course, the direct relation between pedagogical knowledge and TPACK became insignificant where as the relations between pedagogical knowledge and technological pedagogical knowledge, and technological pedagogical knowledge and TPACK were strengthened. The comparison between the pre and post-course models also revealed that the pre-service teachers’ perceived relations between content knowledge and TPACK changes from insignificant to significant. The implications of these findings and suggestions to improve the construct validation of the TPACK framework are discussed in this paper.
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The development of modern technologies and their extension to every domain of our daily life nowadays is an indisputable fact. The widespread use of computers renders training in these technologies necessary. Consequently, computers were soon introduced into the Greek educational system. Factors related to the nature of the teacher’s personality, such as computer self-efficacy, self-concept, attitudes, motivation and needs are considered crucial to the integration and development of modern technologies in education. This study examines the relationship between individual characteristics of secondary school teachers and computer self-efficacy as well as teacher prospects with regard to modern technologies.
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In Taiwan, teachers are expected to integrate technology into instruction with learner-centered beliefs; however, teacher beliefs and practices may differ. The contextual factors influencing this inconsistency must be identified. This study first examines the relationship between pedagogical beliefs of teachers and teaching activities, and further identifies differences between teacher beliefs and teaching activities of Taiwanese teachers in each factor associated with technology integration. In total, 1139 elementary school teachers filled out a set of questionnaires that collected information about teacher pedagogical beliefs, frequent teaching activities, and factors associated with technology integration. Chi-square test results reveal that most Taiwanese teachers held learner-centered belief, but did not integrate constructivist teaching with technology. This analytical result confirms the conflict between teacher beliefs and teaching activities. Two-way analysis of variance results demonstrate that external requests and student test scores were principal considerations for constructivist teachers. Constructivist teaching with technology to enhance student achievement should influence teacher beliefs and practices. The study recommends that future studies conduct a cross-nation comparison to elucidate the factors associated with technology integration in different cultural contexts.
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En tête du titre: Université du Québec à Montréal et l'Université du Québec à Trois-Rivières. Thèse présentée comme exigence partielle du doctorat en éducation. Comprend un résumé. Thèse (Ph.D.)--Université du Québec à Montréal, 2003. Bibliogr.: f. 93-114.
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The purpose of this study was to explore the personal stories of women who selected and continue to excel at careers in areas of mathematics, science, and technology to better understand the ways in which their self-efficacy beliefs influenced their academic and career choices. Analysis of 15 narratives revealed that vicarious experiences and verbal persuasions were critical sources of the women's self-efficacy beliefs. These findings suggest that the perceived importance of these sources of self-efficacy beliefs may be stronger for women in male-oriented domains than for the majority of individuals operating in traditional settings. As expected, self-efficacy perceptions resulted in the perseverance and resiliency required to overcome academic and career obstacles. Findings support and refine the theoretical tenets of A. Bandura's (1986) social cognitive theory, and they also suggest that critical tenets in this theory are consistent with the work of C. Gilligan (1982). 2 AGAINST TH...
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