Teacher’s computer self-efficacy and its relationship with cognitive style and TPACK

Omar López Vargas · Leydy Duarte-Suárez · Jaime Ibáñez Ibáñez

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Teacher Education and Leadership Studies Mathematics Education and Teaching Techniques Digital literacy in education

Abstract

The research reviews the existing relationship between teachers’ computer self-efficacy, cognitive style in the field dependence–independence (FDI) dimension, and technological pedagogical content knowledge (TPACK). It also inquired into the influence of teachers’ performance area on self-efficacy and TPACK. In total, 208 teachers from a public education institution in Valle de Tenza, Boyacá, Colombia, participated in the study. The Embedded Figures Test (EFT), self-efficacy, and TPACK tests were applied. A correlations analysis and an analysis of variance (ANOVA) were performed. The results showed significant associations between cognitive style, self-efficacy, technological knowledge, and TPACK. In addition, they evidenced the existence of significant differences in self-efficacy, technological knowledge, and TPACK, according to the performance area and cognitive style.

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References

1977Self-efficacy: Toward a unifying theory of behavioral change.1977Self-efficacy: Toward a unifying theory of behavioral change.2001Digital Natives, Digital Immigrants Part 1 2005What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge 2008Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK)2009Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology 2010Revisiting technological pedagogical content knowledge: Exploring the TPACK framework 2008Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web

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