On the Relationship Between Pre-service Teachers' Sense of Self-efficacy and Emotions in the Integration of Technology in Their Teacher Developmental Programs.
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| Title: | On the Relationship Between Pre-service Teachers' Sense of Self-efficacy and Emotions in the Integration of Technology in Their Teacher Developmental Programs. |
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| Authors: | Ding, Lan1 (AUTHOR), Hong, Zhanzhan1 (AUTHOR) hdwygqt@126.com |
| Source: | Asia-Pacific Education Researcher (Springer Science & Business Media B.V.). Aug2024, Vol. 33 Issue 4, p869-878. 10p. |
| Subject Terms: | *Student teachers, *Developmental programs, *Teacher attitudes, *Teacher role, Attitudes toward technology, Self-efficacy, Joy |
| Abstract: | The integration of technologies might have important effects on language education. There is growing evidence that teachers' self-efficacy beliefs intersect to shape teaching behaviors. However, due to the emergence of technology-enhanced instructions in language classrooms, the strength of the relationship between teachers' self-efficacy beliefs and the integration of technology in their teacher developmental programs may be less clear. Therefore, this study was to investigate the relationships between teachers' self-efficacy emotions and attitudes toward the implementation of technologies in EFL pre-service teacher developmental programs. This study surveyed 250 pre-service teachers' concerns on teaching with technology-based instructions and investigated the role of individual differences such as self-efficacy, knowledge, and other demographics in their teacher developmental programs. Structural equation modeling was conducted using data from Chinese pre-service EFL teachers. The results showed that teachers' self-efficacy mediated the relationship between their emotion (joy, pride, love, anger, exhaustion, hopelessness) and their technologies implementation attitudes. The independent variables were significant moderators between age, teaching experience, and self-efficacy. Process-focused self-efficacy as one the sub-scales of the self-efficacy was found to be significantly related to teachers' positive attitudes toward the implementation of technologies in teacher developmental programs, whereas product-focused self-efficacy as the other sub-scale of self-efficacy was not. The findings proposed implications for teacher educators and teacher education programs in modification of curriculums and instructions. They also will prepare teachers for teaching effectively in language classrooms. [ABSTRACT FROM AUTHOR] |
| Copyright of Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 178463679 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: On the Relationship Between Pre-service Teachers' Sense of Self-efficacy and Emotions in the Integration of Technology in Their Teacher Developmental Programs. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ding%2C+Lan%22">Ding, Lan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hong%2C+Zhanzhan%22">Hong, Zhanzhan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> hdwygqt@126.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Asia-Pacific+Education+Researcher+%28Springer+Science+%26+Business+Media+B%2EV%2E%29%22">Asia-Pacific Education Researcher (Springer Science & Business Media B.V.)</searchLink>. Aug2024, Vol. 33 Issue 4, p869-878. 10p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Developmental+programs%22">Developmental programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+role%22">Teacher role</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes+toward+technology%22">Attitudes toward technology</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Joy%22">Joy</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The integration of technologies might have important effects on language education. There is growing evidence that teachers' self-efficacy beliefs intersect to shape teaching behaviors. However, due to the emergence of technology-enhanced instructions in language classrooms, the strength of the relationship between teachers' self-efficacy beliefs and the integration of technology in their teacher developmental programs may be less clear. Therefore, this study was to investigate the relationships between teachers' self-efficacy emotions and attitudes toward the implementation of technologies in EFL pre-service teacher developmental programs. This study surveyed 250 pre-service teachers' concerns on teaching with technology-based instructions and investigated the role of individual differences such as self-efficacy, knowledge, and other demographics in their teacher developmental programs. Structural equation modeling was conducted using data from Chinese pre-service EFL teachers. The results showed that teachers' self-efficacy mediated the relationship between their emotion (joy, pride, love, anger, exhaustion, hopelessness) and their technologies implementation attitudes. The independent variables were significant moderators between age, teaching experience, and self-efficacy. Process-focused self-efficacy as one the sub-scales of the self-efficacy was found to be significantly related to teachers' positive attitudes toward the implementation of technologies in teacher developmental programs, whereas product-focused self-efficacy as the other sub-scale of self-efficacy was not. The findings proposed implications for teacher educators and teacher education programs in modification of curriculums and instructions. They also will prepare teachers for teaching effectively in language classrooms. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s40299-023-00758-6 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 869 Subjects: – SubjectFull: Student teachers Type: general – SubjectFull: Developmental programs Type: general – SubjectFull: Teacher attitudes Type: general – SubjectFull: Teacher role Type: general – SubjectFull: Attitudes toward technology Type: general – SubjectFull: Self-efficacy Type: general – SubjectFull: Joy Type: general Titles: – TitleFull: On the Relationship Between Pre-service Teachers' Sense of Self-efficacy and Emotions in the Integration of Technology in Their Teacher Developmental Programs. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ding, Lan – PersonEntity: Name: NameFull: Hong, Zhanzhan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 01195646 Numbering: – Type: volume Value: 33 – Type: issue Value: 4 Titles: – TitleFull: Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) Type: main |
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