Technological pedagogical content knowledge self-efficacy of pre-service science and mathematics teachers: A comparative study between two Zambian universities
Anthony Bwalya 1 * , Marcellin Rutegwa 1
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1 African Center of Excellence for Innovative Teaching and Learning Mathematics and Science, University of Rwanda–College of Education, Rwamagana, RWANDA* Corresponding Author


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.


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Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 19, Issue 2, February 2023, Article No: em2222

Publication date: 01 Feb 2023

Online publication date: 16 Jan 2023

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