Technological pedagogical content knowledge self-efficacy of pre-service science and mathematics teachers: A comparative study between two Zambian universities
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Resumo
Pre-service science and mathematics teachers’ beliefs and attitudes concerning technology integration significantly influence how confident they are to integrate technology into their teaching. This study is a comparative examination of the technological pedagogical content knowledge (TPACK) self-efficacy of 202 pre-service science and mathematics teachers enrolled at two Zambian universities. It also investigated the influence of selected demographic variables on the TPACK self-efficacy of pre-service science and mathematics teachers. The study employed a cross-sectional survey research design to collect data, which was analyzed using the independent samples t-test and one-way ANOVA. The findings reveal that pre-service teachers have moderate TPACK self-efficacy. Furthermore, the results indicate that students’ self-efficacy at the two universities was not statistically different (t[200]=2.11, p=.83); nonetheless, their TPACK self-efficacy was influenced by gender, year of study and subject specialization in some TPACK constructs. The implications of these findings were discussed.
Dados da obra
- Tipo
- Artigo
- Periódico
- Eurasia Journal of Mathematics Science and Technology Education, v. 19, n. 2, p. em2222
- Editora
- Modestum Limited
- Ano
- 2023 (2023-01-16)
- Idioma
- en
- Palavras-chave
- technological pedagogical content knowledge; pre-service teachers; science teacher education; mathematics teacher education; technology integration in teaching; teacher beliefs and attitudes; demographic factors; gender differences; year of study; subject specialization
- Temas
- Formação de Professores de Matemática
- DOI
- 10.29333/ejmste/12845
- ISSN
- 1305-8215, 1305-8223
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
BWALYA, Anthony; RUTEGWA, Marcellin. Technological pedagogical content knowledge self-efficacy of pre-service science and mathematics teachers: A comparative study between two Zambian universities. Eurasia Journal of Mathematics Science and Technology Education, v. 19, n. 2, p. em2222, 2023. DOI: https://doi.org/10.29333/ejmste/12845.
APA
Bwalya, A., & Rutegwa, M. (2023). Technological pedagogical content knowledge self-efficacy of pre-service science and mathematics teachers: A comparative study between two Zambian universities. Eurasia Journal of Mathematics Science and Technology Education, 19(2), em2222. https://doi.org/10.29333/ejmste/12845
BibTeX
@article{bwalya2023,
author = {Bwalya, Anthony and Rutegwa, Marcellin},
title = {Technological pedagogical content knowledge self-efficacy of pre-service science and mathematics teachers: A comparative study between two Zambian universities},
year = {2023},
journal = {Eurasia Journal of Mathematics Science and Technology Education},
volume = {19},
number = {2},
pages = {em2222},
publisher = {Modestum Limited},
doi = {10.29333/ejmste/12845},
language = {en}
}RIS
TY - JOUR AU - Bwalya, Anthony AU - Rutegwa, Marcellin TI - Technological pedagogical content knowledge self-efficacy of pre-service science and mathematics teachers: A comparative study between two Zambian universities PY - 2023 JO - Eurasia Journal of Mathematics Science and Technology Education VL - 19 IS - 2 SP - em2222 DO - 10.29333/ejmste/12845 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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