Measuring Technological and Content Knowledge of Undergraduate Primary Teachers in Mathematics

被引：0
|
作者：
Doukakis, Spyros [1 ]
Chionidou-Moskofoglou, Maria [1 ]
Mangina-Phelan, Eleni [2 ]
Roussos, Petros [3 ]
机构：
[1] Univ Aegean, Dept Primary Educ, Aegean, Greece
[2] Univ Coll Dublin, Sch CS & Informat, Dublin 2, Ireland
[3] Univ Athens, Dept Psychol, GR-10679 Athens, Greece
来源：
TECHNOLOGY ENHANCED LEARNING: QUALITY OF TEACHING AND EDUCATIONAL REFORM | 2010年 / 73卷
关键词：
undergraduate primary teachers; educational scenarios; TPACK; attitude; self-efficacy; mathematics; ICT; educational software; PEDAGOGICAL CONTENT KNOWLEDGE; EFFICACY;
D O I：
暂无
中图分类号：
TP18 [人工智能理论];
学科分类号：
081104 ; 0812 ; 0835 ; 1405 ;
摘要：
Twenty-five final-year undergraduate students of primary education who were attending a course on mathematics education participated in a research project during the 2009 spring semester. A repeated measures experimental design was used. Quantitative data on students' computer attitudes, self-efficacy in ICT, attitudes toward educational software, and self-efficacy in maths were collected. Data analysis showed a statistically non-significant improvement on participants' computer attitudes and self-efficacy in ICT and ES, but a significant improvement of self-efficacy in mathematics.
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页码：405 / +
页数：3
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