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The Effect of Student Teaching Experience on Preservice Elementary Teachers' Self-Efficacy Beliefs for Technology Integration in the UAE
ARTICLE

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Educational Technology Research and Development Volume 60, Number 5, ISSN 1042-1629

Abstract

This study examines the effect of the student teaching experience on preservice elementary teachers' self-efficacy beliefs and the sources of their beliefs about technology integration in teaching in the UAE. The participants were 62 pre-service elementary teachers at the United Arab Emirates University. Pre- and post-survey was administered to examine participants' self-efficacy beliefs for technology integration prior to and at the end of the teaching experience. Additionally, a purposeful subset of the sample (n = 16) were interviewed based on their high self-efficacy belies to explore the sources of the high self-efficacy beliefs. Results showed a significant effect of student teaching experiences on participants' judgment of their self-efficacy about technology integration. Mastery experience and vicarious experience reported to be the most influential sources of self-efficacy to integrate technology among preservice elementary teachers.

Citation

Al-Awidi, H.M. & Alghazo, I.M. (2012). The Effect of Student Teaching Experience on Preservice Elementary Teachers' Self-Efficacy Beliefs for Technology Integration in the UAE. Educational Technology Research and Development, 60(5), 923-941. Retrieved October 20, 2019 from .

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