Cargando…

The relationship between teachers' information technology integration self-efficacy and TPACK: A meta-analysis

Using the method of meta-analysis, this study explored the relationship between teachers' self-efficacy and TPACK in the context of educational information technology integration and focused on the moderating variables that affect the relationship. Through literature search, 28 independent effe...

Descripción completa

Detalles Bibliográficos
Autores principales:	Zeng, Youlai, Wang, Yue, Li, Shunyu
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Frontiers Media S.A. 2022
Materias:	Psychology
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9755589/ https://www.ncbi.nlm.nih.gov/pubmed/36532968 http://dx.doi.org/10.3389/fpsyg.2022.1091017

Ejemplares similares

Integrating teacher data literacy with TPACK: A self-report study based on a novel framework for teachers' professional development
por: Cui, Yulu, et al.
Publicado: (2022)

Dataset of TPACK in teaching practice: Adversity quotient, attitude computer technology and self-efficacy among Indonesian teachers
por: Prasetiyo, Wibowo Heru, et al.
Publicado: (2022)

Unravelling EFL teachers' mastery of TPACK: Technological pedagogical and content knowledge in writing classes
por: Abubakir, Hanadi, et al.
Publicado: (2023)

Understanding levels of technology integration: A TPACK scale for EFL teachers to promote 21st-century learning
por: Wang, Amber Yayin
Publicado: (2022)

Predicting Preservice Science Teachers’ TPACK through ICT usage
por: Kadıoğlu-Akbulut, Cansel, et al.
Publicado: (2023)

The Digital Gender Gap in Teacher Education: The TPACK Framework for the 21st Century
por: Gómez-Trigueros, Isabel María, et al.
Publicado: (2021)

In-service teachers' TPACK development through an adaptive e-learning environment (ALE)
por: Elmaadaway, Mohamed Ali Nagy, et al.
Publicado: (2022)

Investigating Prospective Teachers’ TPACK and their Use of Mathematical Action Technologies as they Create Screencast Video Lessons on iPads
por: Bonafini, Fernanda Cesar, et al.
Publicado: (2021)

Integrating augmented reality in language learning: pre-service teachers’ digital competence and attitudes through the TPACK framework
por: Belda-Medina, Jose, et al.
Publicado: (2022)

Delving into EFL teachers’ digital literacy and professional identity in the pandemic era: Technological Pedagogical Content Knowledge (TPACK) framework
por: Su, Yinna
Publicado: (2023)

The Relationship Between Preschool Inclusive Education Teachers’ Organizational Support and Work Engagement: The Mediating Role of Teacher Self-Efficacy
por: Jiao, Chunlan, et al.
Publicado: (2022)

The discourse of design: Patterns of TPACK Contribution during pre-service teacher learning design conversations
por: Nguyen, Giang N. H., et al.
Publicado: (2022)

Exploring secondary school teachers’ TPACK for video-based flipped learning: the role of pedagogical beliefs
por: Wu, Ying-Tien, et al.
Publicado: (2022)

The influence of teacher support on vocational college students’ information literacy: The mediating role of network perceived usefulness and information and communication technology self-efficacy
por: Chen, Qiaoyun, et al.
Publicado: (2022)

Delving into the relationship between teacher emotion regulation, self-efficacy, engagement, and anger: A focus on English as a foreign language teachers
por: Deng, Juan, et al.
Publicado: (2022)

Developing Technological Pedagogical Content Knowledge (TPACK) through Technology-Enhanced Content and Language-Integrated Learning (T-CLIL) Instruction
por: Adipat, Surattana
Publicado: (2021)

Associations between the helpfulness of teacher induction programs, teacher self-efficacy, and anticipated first-year teacher retention
por: Han, Xiaotian
Publicado: (2023)

Exploring the multidimensional relationships between educational situation perception, teacher support, online learning engagement, and academic self-efficacy in technology-based language learning
por: Pan, Xiaoquan
Publicado: (2022)

Modelling the Effect of TPACK and Computational Thinking on Classroom Management in Technology Enriched Courses
por: Saritepeci, Mustafa
Publicado: (2021)

The Relationship Between Teachers' Classroom English Proficiency and Their Teaching Self-Efficacy in an English Medium Instruction Context
por: Wang, Changmi
Publicado: (2021)

Investigating the relationship between language teachers’ occupational self-efficacy, satisfaction and meaning at work, and their subjective wellbeing
por: Chamani, Samaneh, et al.
Publicado: (2023)

Relationship between psychological adaptability and work engagement of college teachers within smart teaching environments: the mediating role of digital information literacy self-efficacy
por: Fan, Shiyi, et al.
Publicado: (2023)

Modeling Teacher Supports Toward Self-Directed Language Learning Beyond the Classroom: Technology Acceptance and Technological Self-Efficacy as Mediators
por: Pan, Xiaoquan, et al.
Publicado: (2021)

Examine the Moderating Role of Teacher’s Self-Efficacy in the Relationship Between the Job Satisfaction and Professional Learning Community in China
por: Li, Qiang-tian
Publicado: (2022)

The relationship between trait mindfulness and subjective wellbeing of kindergarten teachers: The sequential mediating role of emotional intelligence and self-efficacy
por: Pan, Baocheng, et al.
Publicado: (2022)

Exploring relationships between pre-service teachers’ self-efficacy for writing and instruction provided in simulated elementary writing conferences
por: Gillespie Rouse, Amy, et al.
Publicado: (2023)

The Impact of Undergraduates’ Social Isolation on Smartphone Addiction: The Roles of Academic Anxiety and Social Media Use
por: Zeng, Youlai, et al.
Publicado: (2022)

Modeling the effect of loving pedagogy dispositions and teacher self-efficacy on teacher burnout
por: Chen, Shuya
Publicado: (2023)

The effect of teacher self-efficacy, teacher resilience, and emotion regulation on teacher burnout: a mediation model
por: Li, Shanshan
Publicado: (2023)

Influence of EFL Teachers’ Self-Assessment on Their Self-Regulation and Self-Efficacy
por: Huang, Qian
Publicado: (2022)

Proactive Personality and Academic Engagement: The Mediating Effects of Teacher-Student Relationships and Academic Self-Efficacy
por: Chen, Peiyao, et al.
Publicado: (2021)

On the association between Chinese EFL teachers’ academic buoyancy, self-efficacy, and burnout
por: Ding, Jie, et al.
Publicado: (2022)

The Interrelationship Between Emotional Intelligence, Self-Efficacy, and Burnout Among Foreign Language Teachers: A Meta-Analytic Review
por: Wang, Yabing, et al.
Publicado: (2022)

Examining the Relationships Between English Teachers’ Lifelong Learning Tendencies with Professional Competencies and Technology Integrating Self-Efficacy
por: Şen, Nihal, et al.
Publicado: (2022)

The Relationship Between Preschool Teachers’ Proactive Personality and Innovative Behavior: The Chain-Mediated Role of Error Management Climate and Self-Efficacy
por: Pan, Baocheng, et al.
Publicado: (2021)

A model of teacher enthusiasm, teacher self-efficacy, grit, and teacher well-being among English as a foreign language teachers
por: Shao, Guohua
Publicado: (2023)

Exploring the Relationship Among Teacher Emotional Intelligence, Work Engagement, Teacher Self-Efficacy, and Student Academic Achievement: A Moderated Mediation Model
por: Wang, Li
Publicado: (2022)

The Relationship between Teacher Support and Students' Academic Emotions: A Meta-Analysis
por: Lei, Hao, et al.
Publicado: (2018)

Predictors of Portuguese teachers’ use of Information and Communication Technologies in literacy classes
por: Nunes, Andreia, et al.
Publicado: (2022)

The Relationship Between College Teachers’ Frustration Tolerance and Academic Performance
por: Shi, Song, et al.
Publicado: (2021)

Cannot write session to /tmp/vufind_sessions/sess_fsjol5aoohtpm689a1n92iqkbn