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

Abstract

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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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

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

https://doi.org/10.29333/ejmste/12845

Publication date: 01 Feb 2023

Online publication date: 16 Jan 2023

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Article Downloads: 263

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