Differences and Developments in Attitudes and Self-Efficacy of Prospective Chemistry Teachers Concerning the Use of ICT in Education
Moritz Krause 1  
,  
Verena Pietzner 2  
,  
Yehudit Judy Dori 3  
,  
Ingo Eilks 1  
 
 
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1
University of Bremen, Bremen, GERMANY
2
University Oldenburg, GERMANY
3
Faculty of Education in Science and Technology, Technion, ISRAEL
CORRESPONDING AUTHOR
Moritz Krause   

Department of Biology and Chemistry, University of Bremen, Bremen, Germany. Address: Universität Bremen – FB 2 – IDN, Leobener Str. NW2, 28334 Bremen, Germany
Online publish date: 2017-07-04
Publish date: 2017-07-04
 
EURASIA J. Math., Sci Tech. Ed 2017;13(8):4405–4417
KEYWORDS
In Press, Uncorrected Proof
ABSTRACT
ICT belongs to modern life and is playing a growing role in education. For effective implementation of ICT in the classroom, teachers need to develop both positive attitudes and self-efficacy towards using these tools in educational settings. However, information measuring how positive such attitudes towards and how developed teachers’ self-efficacy on the use of ICT in education are remains scarce. This study examines the development of prospective chemistry teachers' ICT-related attitudes and their corresponding self-efficacy. It focuses on secondary level chemistry pre-service teachers’ attitudes and self-efficacy concerning the use of ICT in education in general, and in chemistry teaching in particular. Data was collected from pre-service teachers (n = 239) at different stages of their teacher education programs. The study describes the progression of domain-specific self-efficacy. It also investigates gender differences and highlights the influence of seminars on the use of ICT in science education.
 
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