Are Pedagogical Beliefs an Internal Barrier for Technology Integration? The Interdependent Nature of Teacher Beliefs

The purpose of this study was to examine how pre-service teachers’ competence beliefs, value beliefs, pedagogical beliefs, and their intention to integrate technology were related to one another. The sample was composed of 137 pre-service teachers from 22 schools in Taiwan. Using path modeling, the...

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Bibliographic Details
Published in:Education and information technologies 2022-05, Vol.27 (4), p.5215-5232
Main Authors: Cheng, Sheng-Lun, Chang, Jen-Chia, Romero, Kayleigh
Format: Article
Language:English
Subjects:
Analysis
Barriers
Beliefs
Competence
Computer Appl. in Social and Behavioral Sciences
Computer Science
Computers and Education
Education
Educational Technology
Foreign Countries
Information Systems Applications (incl.Internet)
Pedagogy
Preservice Teachers
Student Attitudes
Teachers
Teaching Methods
Technology Integration
User Interfaces and Human Computer Interaction
Values
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Summary:The purpose of this study was to examine how pre-service teachers’ competence beliefs, value beliefs, pedagogical beliefs, and their intention to integrate technology were related to one another. The sample was composed of 137 pre-service teachers from 22 schools in Taiwan. Using path modeling, the current study found that there was an interaction between competence and pedagogical beliefs. The relations between pedagogical beliefs and teachers’ intention to integrate technology were only significant when competence beliefs were low. These findings highlight the interdependent nature of teacher beliefs and suggest that pedagogical beliefs are not necessarily an internal barrier for teachers’ technology integration as long as competence beliefs are high.
ISSN:1360-2357
1573-7608
DOI:10.1007/s10639-021-10835-2