Pre-service primary teachers' TPACK profiles and attitudes toward integration of ICT in mathematics teaching

Teachers’ information and communication technology (ICT) competences are a key variable to integrate such resources into the teaching-learning process. While the TPACK framework has been employed in many studies associated with use of technology in the classrooms, reports on the pre-service teachers...

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Detalles Bibliográficos
Autor: Sintema, Edgar John
Tipo de recurso: tesis de maestría
Fecha de publicación:2017
País:España
Institución:Universidad de Valladolid
Repositorio:UVaDOC. Repositorio Documental de la Universidad de Valladolid
OAI Identifier:oai:uvadoc.uva.es:10324/23187
Acceso en línea:http://uvadoc.uva.es/handle/10324/23187
Access Level:acceso abierto
Palabra clave:Technological pedagogical
Teacher’s attitudes
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spelling Pre-service primary teachers' TPACK profiles and attitudes toward integration of ICT in mathematics teachingSintema, Edgar JohnTechnological pedagogicalTeacher’s attitudesTeachers’ information and communication technology (ICT) competences are a key variable to integrate such resources into the teaching-learning process. While the TPACK framework has been employed in many studies associated with use of technology in the classrooms, reports on the pre-service teachers’ development of TPACK-Math are inadequate to provide comprehensive description. With the aim to investigate the changes in pre-service primary teachers' perceptions regarding the use of technology subsequent to their university training in mathematics teaching, this study employed cluster analysis to categorize teachers into groups based on their self reported TPACK-Math profiles. The study also employed the one-way Analysis of Variance (ANOVA) to check and identify the TPACK-Math profile differences of the pre-service primary teachers based on their year of study and multiple regression analysis to find out which of the TPACK-Math domains had a significant influence on pre-service primary teachers' attitudes towards integration of ICT in mathematics instruction. For this purpose, quantitative data analysis had been made with data from a single survey design study on pre-service primary teachers’ attitudes toward integration of ICT in instruction that collected information from a sample of 166 male and female pre-service primary teachers. Cluster analysis revealed three categories of pre-service teachers' TPACK-Math profiles. ANOVA revealed significant TPACK-Math profile differences of the pre-service primary teachers based on their year of study and multiple regression analysis revealed that contextual knowledge and technological knowledge have the most significant influence on preservice primary teachers' attitudes toward integration of ICT in instruction for this sample.Departamento de Didáctica de las Ciencias Sociales y ExperimentalesMáster en Investigación Aplicada a la EducaciónMarbán Prieto, José MaríaUniversidad de Valladolid. Facultad de Educación y Trabajo Social2017info:eu-repo/semantics/masterThesisapplication/pdfhttp://uvadoc.uva.es/handle/10324/23187reponame:UVaDOC. Repositorio Documental de la Universidad de Valladolidinstname:Universidad de ValladolidInglésinfo:eu-repo/semantics/openAccessoai:uvadoc.uva.es:10324/231872026-06-13T12:44:47Z
dc.title.none.fl_str_mv Pre-service primary teachers' TPACK profiles and attitudes toward integration of ICT in mathematics teaching
title Pre-service primary teachers' TPACK profiles and attitudes toward integration of ICT in mathematics teaching
spellingShingle Pre-service primary teachers' TPACK profiles and attitudes toward integration of ICT in mathematics teaching
Sintema, Edgar John
Technological pedagogical
Teacher’s attitudes
title_short Pre-service primary teachers' TPACK profiles and attitudes toward integration of ICT in mathematics teaching
title_full Pre-service primary teachers' TPACK profiles and attitudes toward integration of ICT in mathematics teaching
title_fullStr Pre-service primary teachers' TPACK profiles and attitudes toward integration of ICT in mathematics teaching
title_full_unstemmed Pre-service primary teachers' TPACK profiles and attitudes toward integration of ICT in mathematics teaching
title_sort Pre-service primary teachers' TPACK profiles and attitudes toward integration of ICT in mathematics teaching
dc.creator.none.fl_str_mv Sintema, Edgar John
author Sintema, Edgar John
author_facet Sintema, Edgar John
author_role author
dc.contributor.none.fl_str_mv Marbán Prieto, José María
Universidad de Valladolid. Facultad de Educación y Trabajo Social
dc.subject.none.fl_str_mv Technological pedagogical
Teacher’s attitudes
topic Technological pedagogical
Teacher’s attitudes
description Teachers’ information and communication technology (ICT) competences are a key variable to integrate such resources into the teaching-learning process. While the TPACK framework has been employed in many studies associated with use of technology in the classrooms, reports on the pre-service teachers’ development of TPACK-Math are inadequate to provide comprehensive description. With the aim to investigate the changes in pre-service primary teachers' perceptions regarding the use of technology subsequent to their university training in mathematics teaching, this study employed cluster analysis to categorize teachers into groups based on their self reported TPACK-Math profiles. The study also employed the one-way Analysis of Variance (ANOVA) to check and identify the TPACK-Math profile differences of the pre-service primary teachers based on their year of study and multiple regression analysis to find out which of the TPACK-Math domains had a significant influence on pre-service primary teachers' attitudes towards integration of ICT in mathematics instruction. For this purpose, quantitative data analysis had been made with data from a single survey design study on pre-service primary teachers’ attitudes toward integration of ICT in instruction that collected information from a sample of 166 male and female pre-service primary teachers. Cluster analysis revealed three categories of pre-service teachers' TPACK-Math profiles. ANOVA revealed significant TPACK-Math profile differences of the pre-service primary teachers based on their year of study and multiple regression analysis revealed that contextual knowledge and technological knowledge have the most significant influence on preservice primary teachers' attitudes toward integration of ICT in instruction for this sample.
publishDate 2017
dc.date.none.fl_str_mv 2017
dc.type.none.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
dc.identifier.none.fl_str_mv http://uvadoc.uva.es/handle/10324/23187
url http://uvadoc.uva.es/handle/10324/23187
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
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instname:Universidad de Valladolid
instname_str Universidad de Valladolid
reponame_str UVaDOC. Repositorio Documental de la Universidad de Valladolid
collection UVaDOC. Repositorio Documental de la Universidad de Valladolid
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