The influence of pedagogical beliefs on technology acceptance: a structural equation modeling study of pre-service mathematics teachers

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.

     

Examining the influence of subjective norm and facilitating conditions on the intention to use technology among pre-service teachers: a structural equation modeling of an extended technology acceptance model

This study examined pre-service teachers’ self-reported behavioral intentions to use technology. Three hundred and fourteen participants completed a survey questionnaire measuring their responses to six constructs from a research model that extends the technology acceptance model (TAM) by including facilitating conditions and subjective norm. Structural equation modeling was used as the main technique for data analysis. This study contributes to the growing interests in using information science models to explain intention to use technology in educational contexts. The results of this study showed that the TAM constructs were significant in explaining pre-service teachers’ intention to use technology. Although facilitating conditions and subjective norm had significant effects on behavioral intention to use technology, they were mediated by attitude toward usage, perceived usefulness, and perceived ease of use. Overall, this study indicated the TAM has sufficient explanatory powers to explain pre-service teachers’ intention to use technology in an educational environment.     

Examining the relation between whole numbers and fractions: A meta-analytic structural equation modeling approach

With a Meta-Analytic Structural Equation Modeling approach, we investigated the role of whole-number knowledge on fraction performance, accounting for domain-general skills, age, and mathematics-difficulty status. We conducted analyses based on 6,096 students from 39 independent samples within 29 studies. Findings suggested conceptual whole-number knowledge emerged as a significant and stable predictor of conceptual and procedural fraction knowledge. More importantly, students experiencing mathematics difficulty demonstrated a distinct pattern of performance compared to typically-achieving students, including: conceptual whole-number knowledge had lesser impacts on conceptual fraction knowledge; procedural whole-number knowledge had greater impacts on procedural fraction knowledge; and working memory and fluid intelligence made fewer contributions to fraction knowledge.     

Preparing student teachers to use computers in mathematics classrooms through a long-term pre-service course in Turkey

Recent studies have found short in-service teacher education programs are not providing adequate technology experiences to prepare their participants for teaching mathematics with computers. As an alternative to the short-term courses the author has been teaching a two-term mandatory undergraduate course within a mathematics teacher education program since 1995 to train student teachers and to investigate their perceptions on their preparation to use computers in their own teaching. This article describes issues that emerged from the analysis of this undergraduate course. Data were gathered through questionnaires and students' writings about the course activities. Findings indicated that computer literacy appeared to be an important key factor in utilising the course activities successfully. Students who felt prepared made the link between computer-based mathematical activities and school mathematics, and had more experience of using instructional software during the course than others. Findings of this nature can also assist teacher educators as they incorporate information technology into existing pre-service programs. The implications of these results for the designing and implementing of computer-based undergraduate courses and for further research in this field are discussed.     

Peer coaching and pre-service teachers: Examining an underutilised concept

The purpose of this study was to explore the effects of peer coaching on the classroom practices of pre-service teachers. Four teacher interns learned peer coaching functions and techniques before participating in coaching cycles with their peers. Pairs of participants reciprocally observed classes, collected data, and held conferences. Multiple forms of data were collected and analyses reveal that training was adequate. Findings show that peer coaching altered current teaching practices, but a trend of making suggestions for improvement without affirming strengths was also evident. Recommendations for integrating peer coaching in the pre-service curriculum are provided.     

Traditional vs. innovative uses of computers among mathematics pre-service teachers in Serbia

This study examined pre-service teachers’ intentions to use computers in traditional and innovative teaching practices in primary mathematics classrooms. It extended the technology acceptance model (TAM) by adding as external variables pre-service teachers’ experience with computers and their technological pedagogical content knowledge (TPCK). Data collected from 226 participants revealed that the proposed model had a good fit for both traditional and innovative uses of computers. Structural equation modelling suggested that the established TAM variables, together with TPCK and experience, were significant determinants of pre-service teachers’ intentions to use computers in teaching mathematics at both levels. The most dominant determinant of behavioural intention was TPCK, followed by attitude. The proposed model explained 22.7% of the variance in the use of computers in traditional teaching practices and 27.6% of the variance in the use of computers in innovative teaching practices. The implications for mathematics teaching are discussed in the final section.     

Language-related longitudinal predictors of arithmetic word problem solving: A structural equation modeling approach

We investigated the longitudinal relations between cognitive skills, specifically language-related skills, and word-problem solving in 340 children (6.10–9.02 years). We used structural equation modeling to examine whether word-problem solving, computation skill, working memory, nonverbal reasoning, oral language, and word reading fluency measured at second grade were associated with performance on measures of word-problem solving in fourth grade. Results indicated that prior word-problem solving, computation skill, nonverbal reasoning, and oral language were significantly associated with children’s later word-problem solving. Multi-group modeling suggested that these relations were not significantly different for boys versus girls. Implications of these findings are discussed.     

Understanding factors associated with teacher‐directed student use of technology in elementary classrooms: A structural equation modeling approach

Analyses presented here are secondary data analyses of the Use, Support and Effect of Instructional Technology study aimed at identifying predictors of teacher‐directed student use of technology (TDS) in elementary classrooms. Using data from a convenience sample of 1040 teachers nested within 81 schools in 21 Massachusetts' school districts, researchers developed a teacher‐level structural equation modeling for TDS depicting relationships between and among factors associated with TDS. Researchers relied on diffusion and adoption theories as well as prior empirical evidence to specify the hypothetical model. Evidence presented here suggests that the strongest predictors of TDS are as follows: (1) teachers' experience with technology, (2) belief that technology is beneficial to meet instructional goals, (3) perceived importance of technology for teaching and that (4) experiencing obstacles with the integration of technology appears to be one deterrent to teachers using technology in the classroom. The most important finding reported here is that two of the most important factors in increasing TDS are teachers' beliefs about the benefits of technology and perceived importance of technology for teaching.     

Mapping changes in support: a longitudinal analysis of networks of pre-service mathematics and science teachers

In England teachers of secondary school mathematics and science are in short supply and it is important to understand how pre-service teachers develop and maintain networks of support during their training year and the impact these networks can have on their training outcomes. The purpose of this study is to examine how changes to the size and composition of these support networks during the training year are associated with programme outcomes. The paper draws on social network theory to examine the nature of the support networks that develop around each pre-service teacher, and examines how supportive ties were initiated, maintained, and broken over the course of the training year. A survey design was utilised to collect data at four time points across the 2014–2015 academic year from a total cohort of more than 75 pre-service teachers. At all four time points, participants were asked to nominate those peers and others to whom they had turned during the previous month for different aspects of support. Results showed that the size and composition of support networks changed over time with significant differences in the development of the networks between pre-service teachers on school-led and university-led programmes.     

Factors that pre-service elementary teachers perceive as affecting their motivational profiles in mathematics

The purpose of this study was to examine the sources that pre-service teachers (PSTs) use when they construct their self-efficacy beliefs and learning goals, which compose their motivational profiles. Pre-service elementary teachers (n = 22) with different motivational profiles participated in narrative interviews designed to examine retrospectively their past experiences in mathematics and the effect of those experiences on their motivational profiles. Results reveal that participants relied on multiple sources to construct their efficacy beliefs and goals, including past performance, vicarious experiences, verbal persuasions, career goals, and the fit between participants’ views of mathematics and the nature of mathematics in their classes. While some of these factors have been identified by previous research, the contribution of the current study is to extend this research to a new population and to elaborate on these factors. Results also help refine and extend our knowledge of PSTs’ motivation and suggest ways that teacher educators could influence PSTs’ motivational profiles.     

Examining the role of technology-related policy and constructivist teaching belief on English teachers’ technology acceptance: A study in Chinese universities

This large scale study investigated the influences that technology-related policies and teachers’ constructivist teaching beliefs have on their intention to use technology in Chinese universities. Data were collected from 696 English teachers working in 59 Chinese universities. Five variables (subjective norm, constructivist teaching belief, perceived importance of policy, computer self-efficacy and voluntariness) were examined in this study. Results indicated that perceived importance of policy, constructivist teaching beliefs and subjective norm were significant antecedents of perceived usefulness. The relationship between subjective norm and teachers’ intentions to use technology was moderated by voluntariness. Besides perceived usefulness, perceived ease of use also had significantly influenced English teachers’ behavioural intention. Overall, the research model explained 69% of variance of teachers’ intentions to use technology. This study has the potential to enrich our understanding of technology acceptance in teaching by contextualising the study in the rarely researched English teaching context in Chinese universities. The findings from this study also provide suggestions for policy makers and teacher educators.     

ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana

Included in the contemporary mathematics curricula in Ghana is the expectation that mathematics teachers will integrate technology in their teaching. However, importance has not been placed on preparing teachers to use ICT in their instruction. This paper reports on a study conducted to explore the feasibility of ICT use in mathematics teaching at senior high school levels in Ghana. Interviews and survey data were used for data collection. Preliminary results showed that mathematics teachers in Ghana do not integrate ICT in their mathematics instruction. Among the major perceived barriers identified were: Lack of knowledge about ways to integrate ICT in lesson and Lack of training opportunities for ICT integration knowledge acquisition. To overcome some of these barriers, opportunities of a professional development arrangement for pre-service mathematics teachers were explored. Findings from the study revealed specific features of a professional development scenario that matters for ICT integration in mathematics teaching in the context of Ghana.     

Situated learning in an educational technology course for pre-service teachers

This qualitative study investigated a situated learning environment implemented in an educational technology course where pre-service teachers worked collaboratively on meaningful real-world projects, assuming the role of professional teachers. With a traditional learning environment as a critical frame of reference, we found that the students in the situated learning environment demonstrated sophisticated problem-solving skills, exhibited metacognitive awareness, produced coherent artifacts, and showed high levels of motivation. The findings implied that if we want to successfully implement situated learning, effort should be made to promote a constructive learning culture, improve individual performance, manage students’ perceptions, and foster their positive attitudes.     

Critical stance within a community of inquiry in an advanced mathematics course for pre-service teachers

Journal of Mathematics Teacher Education - This paper reports a study of university students’ experiences of learning mathematics in an introductory differential equations course that takes...     

Using classroom videos to stimulate professional conversations among pre-service teachers: windows into a mathematics classroom

This paper reports on the novel use of classroom videos by 71 pre-service teachers enrolled in a one-year graduate diploma pre-service teacher education program across three Australian universities. The classroom videos were of an experienced teacher delivering a Year-6 mathematics lesson. Students observed, discussed and debated practices that were evident. Data were collected via observation protocols and through recorded focussed discussions. Pre-service teachers, even at the early phase of their course, were able to articulate theoretical explanations for events occurring in the lesson. All students, irrespective of the progression in the course, lamented the absence of prior opportunities to engage in analysis and discussion of classroom lessons. The study reinforces the value of dialectical interactions focussed on authentic teaching scenarios.     

Engaging pre-service science teachers to act as active designers of technology integration: A MAGDAIRE framework

This paper describes our efforts in developing the MAGDAIRE framework (abbreviated from Modeled Analysis, Guided Development, Articulated Implementation, and Reflected Evaluation) to transform pre-service science teachers’ roles in a teacher education course: moving pre-service teachers from the roles of passive users of technology, as they themselves learn technology integration, into active designers of technology. The results suggested that MAGDAIRE significantly improved the pre-service teachers’ technology competency levels. Moreover, MAGDAIRE facilitated the pre-service teachers’ critical reexamination of the affordances of technology for their teaching practices from the views of subject matter selection, motivation empowerment, information presentation, activity design, and pedagogy transition.     

Examining pre-service elementary mathematics teacher perceptions of parent engagement through a funds of knowledge lens

Missing from the research focusing on preparation of culturally responsive elementary mathematics teachers is an explicit explanation of pre-service teachers’ (PSTs) conceptions of parent engagement. Several authors attest to the importance of teacher preparation programs facilitating change in preconceptions about families and communities in order to build positive relationships. This study uses concept mapping to measure if a one-semester course taught through a funds of knowledge perspective will help pre-service teachers to shift conceptions of parent engagement to reflect a more asset-based orientation towards families. Funds of knowledge is used as both a theoretical and methodological lens for this study.     

Changing perspectives: Examining the potential for advanced mathematical studies to influence pre-service teachers' beliefs about mathematics

This study considers the potential for advanced mathematical studies to impact pre-service teachers' beliefs about mathematics. Results show that, after completing a degree which includes advanced mathematical studies, many prospective teachers' beliefs still reflect limited interpretations of key terminology and do not value the theoretical and conceptual network underpinning the rules and procedures of secondary mathematics. Many of their beliefs about the nature of mathematics also fail to recognise its capacity to stimulate analytical thought and creativity. In cases where pre-service teachers showed evidence of well-developed beliefs, the study explores the role of their advanced mathematical studies in this development.     

Confirmation bias in structural equation modeling

In this article, a theoretical and philosophical revision of the concept of fit in structural equation modeling and its relation to a confirmation bias is developed. The neutral character of the fit indexes regarding this issue is argued, yielding the conclusion that the creation of new indexes is not a viable protection against confirmation bias. This protection relies on the model modification strategy and the behavior of scientists, rather than on mathematical or computational statistics. The differentiation between two sets of overidentifying constraints and two dimensions for nested models is introduced, leading to a general model‐modification strategy based on the framework of Popper's view of science.     

Establishing a portfolio assessment framework for pre-service teachers: a multiple perspectives approach

In the field of initial teacher training, portfolios are widely used to assess pre-service teachers' performance as well as the outcomes of university-based teacher preparation programmes. However, little is known about the explicit design of portfolio assessment mechanisms in teacher preparation programmes. Issues related to the design and validation of portfolios for pre-service teacher assessment are a critical area of inquiry for the field of initial teacher training. In this study, perspectives were elicited from school trainee teachers and faculty from a secondary teacher preparation programme to examine the relationships identified among core competencies of a portfolio assessment framework and pre-service candidate learning outcomes. Comparative findings are presented about the relationships identified by the trainee teachers and faculty across the secondary education programme's portfolio core competencies and trainee learning outcomes. A discussion of the findings is presented with implications and future directions highlighted.