Science teachers' conceptions of teaching and learning,ICT efficacy,ICT professional development and ICT practices enacted in their classrooms |
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| Institution: | 1. University of Tübingen, Leibniz-Institut für Wissensmedien, Tübingen, Germany;2. Leibniz-Institut für Wissensmedien, Tübingen, Germany;3. University of Tübingen, Germany;1. Departamento de Filología, Universidad Nacional de Educación a Distancia, Pamplona, Spain;2. Departamento de Didáctica, Organización Escolar y Métodos de Investigación, Universidad de Vigo, Vigo, Spain;3. Departamento de Educación, Universidad de Educación Nacional a Distancia, Pontevedra, Spain;4. Departamento de Filologías Extranjeras y sus Lingüísticas, Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain;1. Achva Academic College, P. M. Shikmim, 79800, Israel;2. Levinsky College of Education, 15 Shoshana Persitz St., Tel-Aviv, 6937808, Israel;1. School of Education, Faculty of Humanities and Social Sciences, University of Queensland, St Lucia, QLD 4072, Australia;2. School of Education, University of New England, Armidale, NSW 2350, Australia;3. National Centre of Science, ICT, and Mathematics Education for Regional and Rural Australia (SiMERR), School of Education, Faculty of Humanities and Social Sciences, University of Queensland, St Lucia, QLD 4072, Australia;4. ICT Education Team, School of Education, University of New England, Armidale, NSW 2350, Australia |
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| Abstract: | This study assessed several precursors that might be connected to Information and Communication Technology (ICT) practices enacted in classrooms, namely, science teachers' conception of traditional versus constructivist teaching and learning, their sense of efficacy, ICT efficacy, and ICT professional development. Data were gathered from 303 science teachers. According to the results, constructivist conceptions exerted moderate effects on the teachers' sense of efficacy constructs, which in turn increased their ICT efficacy. Additional results pointed to the positive mediation role of teachers' ICT professional development in linking their ICT efficacy to ICT use for constructivist activities in their science classroom. |
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| Keywords: | Science and technology education Teacher conception Sense of efficacy ICT efficacy ICT professional development Partial Least Squares - Structural equation modeling (PLS-SEM) |
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