Pre-service teachers' self-efficacy perceptions on Web Pedagogical Content Knowledge

Kavanoz S., Yüksel H. G., Özcan E.

COMPUTERS & EDUCATION, vol.85, pp.94-101, 2015 (SCI-Expanded) identifier identifier

  • Publication Type: Article / Article
  • Volume: 85
  • Publication Date: 2015
  • Doi Number: 10.1016/j.compedu.2015.02.005
  • Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.94-101
  • Keywords: Pre-service teacher education, Self-efficacy, Student teacher attitudes, Web-based instruction, Web pedagogical content knowledge, LEARNING ENVIRONMENTS, GENDER-DIFFERENCES, SOCIAL NETWORKING, EDUCATIONAL USE, ATTITUDES, TECHNOLOGY, INTERNET, COMPUTER, BELIEFS, SCIENCE
  • Yıldız Technical University Affiliated: Yes


21st century classrooms call for teachers to integrate technology into their instructional practices. This requires the ability and willingness to combine technological, pedagogical and content knowledge. The main purpose of this study is to investigate English as a Foreign Language (EFL) pre-service teachers' perceptions of their self-efficacy regarding Web Pedagogical Content Knowledge (W-PCK) and attitudes towards web-based instruction. Turkish adapted version of W-PCK scale (Horzum, 2011) originally developed by Lee and Tsai (2010) was used as the data collection instrument. The survey was administered to 120 EFL pre-service teachers studying at a Turkish state university. The results showed that pre-service EFL teachers attained high scores on the Web-general knowledge and Web Pedagogical Knowledge subscales while lower scores were measured in Web Communicative and Web Pedagogical Content Knowledge sub-scales. The participants' level of general self-efficacy regarding W-PCK was positively correlated with their attitudes towards Web-based instruction. No significant gender or year level differences were observed. (C) 2015 Elsevier Ltd. All rights reserved.