The Influence of Pedagogical Beliefs on Technology Acceptance: A Structural Equation Modeling Study of Pre-Service Mathematics Teachers

Autor/inn/en	Gurer, Melih Derya; Akkaya, Recai
Titel	The Influence of Pedagogical Beliefs on Technology Acceptance: A Structural Equation Modeling Study of Pre-Service Mathematics Teachers
Quelle	In: Journal of Mathematics Teacher Education, 25 (2022) 4, S.479-495 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gurer, Melih Derya) ORCID (Akkaya, Recai)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-021-09504-5
Schlagwörter	Preservice Teachers; Mathematics Teachers; Student Attitudes; Educational Technology; Technology Uses in Education; Beliefs; Usability; Value Judgment; Computer Attitudes; Intention; Constructivism (Learning); Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Belief; Glaube; Werturteil; Ausland; Türkei
Abstract	Pedagogical beliefs are a critical factor in terms of integrating technology into teaching, but very few technology acceptance models (TAMs) have considered them. Hence, this study aims to extend the TAM by incorporating pre-service teachers' conception of teaching and learning. The revised model examined the influence of pre-service mathematics teachers' constructivist and traditional pedagogical beliefs on their technology acceptance through perceived ease of use, perceived usefulness, attitude toward technology, and behavioral intention to use. Survey data were collected from 714 pre-service mathematics teachers in Turkey and analyzed through path analysis. The results showed that pre-service mathematics teachers' pedagogical beliefs were more constructivist-oriented than traditional-oriented, and constructivist beliefs had a significant influence on the components of the TAM. On the other hand, pre-service teachers' traditional-oriented beliefs did not influence their perceived usefulness of and attitudes toward technology but had positive effects on perceived ease of use. Implications for pre-service mathematics teacher education were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01