A Multilevel Examination of the Influence of Content Domain Choice on Attitudes toward Convergence and Science Teaching Efficacy Beliefs in a TPACK Training Program for Elementary Teacher Candidates
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This study investigated the effect of a technological, pedagogical, and content knowledge (TPACK) program on teacher candidates’attitudes and self-efficacy and the influence of an opportunity to choose a content domain between either life science or earth science. The research questions were designed to ascertain the overall effect of the TPACK program, the different consequences of the choice of the content domain, and the distinct influences of the two content domain types. With this objective, we implemented the TPACK program with 194 elementary teacher candidates for a total of 16 weeks during two academic years. The training program embodied teaching methods to conduct science content-based lessons in technology-integrated context. This study showed that the TPACK program impacted participating elementary school teacher candidates in terms of their attitudes toward convergence and science teaching efficacy beliefs. However, no significant differences were observed between the intervention group 2, in which teachers could choose their content domain, and the intervention group 1 in the improvement. Furthermore, there were no significant differences between the subgroups of the intervention group 2 based on the selected content domain type, i.e., life science or earth science, in the posttest scores for attitudes toward convergence or science teaching efficacy beliefs.
Abstract
This study investigated the effect of a technological, pedagogical, and content knowledge (TPACK) program on teacher candidates’attitudes and self-efficacy and the influence of an opportunity to choose a content domain between either life science or earth science. The research questions were designed to ascertain the overall effect of the TPACK program, the different consequences of the choice of the content domain, and the distinct influences of the two content domain types. With this objective, we implemented the TPACK program with 194 elementary teacher candidates for a total of 16 weeks during two academic years. The training program embodied teaching methods to conduct science content-based lessons in technology-integrated context. This study showed that the TPACK program impacted participating elementary school teacher candidates in terms of their attitudes toward convergence and science teaching efficacy beliefs. However, no significant differences were observed between the intervention group 2, in which teachers could choose their content domain, and the intervention group 1 in the improvement. Furthermore, there were no significant differences between the subgroups of the intervention group 2 based on the selected content domain type, i.e., life science or earth science, in the posttest scores for attitudes toward convergence or science teaching efficacy beliefs.
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