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The Influence of Pedagogical Beliefs on Technology Acceptance: A Structural Equation Modeling Study of Pre-Service Mathematics Teachers

Artigo2022

Melih Derya Gurer; Recai Akkaya

Metadados apenas Página oficial: The Influence of Pedagogical Beliefs on Technology Acceptance: A Structural Equation Modeling Study of Pre-Service Mathematics Teachers (abre em nova aba)

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Resumo

Pedagogical beliefs are a critical factor in terms of integrating technology into teaching, but very few technology acceptance models (TAMs) have considered them. Hence, this study aims to extend the TAM by incorporating pre-service teachers' conception of teaching and learning. The revised model examined the influence of pre-service mathematics teachers' constructivist and traditional pedagogical beliefs on their technology acceptance through perceived ease of use, perceived usefulness, attitude toward technology, and behavioral intention to use. Survey data were collected from 714 pre-service mathematics teachers in Turkey and analyzed through path analysis. The results showed that pre-service mathematics teachers' pedagogical beliefs were more constructivist-oriented than traditional-oriented, and constructivist beliefs had a significant influence on the components of the TAM. On the other hand, pre-service teachers' traditional-oriented beliefs did not influence their perceived usefulness of and attitudes toward technology but had positive effects on perceived ease of use. Implications for pre-service mathematics teacher education were discussed.

Dados da obra

Tipo
Artigo
Periódico
Journal of Mathematics Teacher Education
Ano
2022
Idioma
en
Palavras-chave
Preservice Teachers; Mathematics Teachers; Student Attitudes; Educational Technology; Technology Uses in Education; Beliefs; Usability; Value Judgment; Computer Attitudes; Intention; Constructivism (Learning); Foreign Countries
Temas
Formação de Professores de Matemática
ISSN
1386-4416
Acesso
Metadados apenas
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
GURER, Melih Derya; AKKAYA, Recai. The Influence of Pedagogical Beliefs on Technology Acceptance: A Structural Equation Modeling Study of Pre-Service Mathematics Teachers. Journal of Mathematics Teacher Education, 2022. Disponível em: http://dx.doi.org/10.1007/s10857-021-09504-5. Acesso em: 5 nov. 2026.

APA

Gurer, M. D., & Akkaya, R. (2022). The Influence of Pedagogical Beliefs on Technology Acceptance: A Structural Equation Modeling Study of Pre-Service Mathematics Teachers. Journal of Mathematics Teacher Education. http://dx.doi.org/10.1007/s10857-021-09504-5

BibTeX
@article{gurer2022,
  author = {Gurer, Melih Derya and Akkaya, Recai},
  title = {The Influence of Pedagogical Beliefs on Technology Acceptance: A Structural Equation Modeling Study of Pre-Service Mathematics Teachers},
  year = {2022},
  journal = {Journal of Mathematics Teacher Education},
  url = {http://dx.doi.org/10.1007/s10857-021-09504-5},
  language = {en}
}
RIS
TY  - JOUR
AU  - Gurer, Melih Derya
AU  - Akkaya, Recai
TI  - The Influence of Pedagogical Beliefs on Technology Acceptance: A Structural Equation Modeling Study of Pre-Service Mathematics Teachers
PY  - 2022
JO  - Journal of Mathematics Teacher Education
UR  - http://dx.doi.org/10.1007/s10857-021-09504-5
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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