Self-Efficacy Beliefs of Pre-Service Teachers Regarding Online Teaching

Technological advancement in the rapidly changing world of work demands its use in every field, including education. In the current scenario, online education is the new normal. Therefore, future teachers should be aware of multiple instructional strategies and suitable ways of using technology to a...

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Autores principales:	Mariam Naz, Ume Hani, Dr. Yaar Muhammad
Formato:	article
Lenguaje:	EN
Publicado:	International Islamic University Islamabad 2021
Materias:	Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/e8ec1249a39947d1a9a62425d5451a73
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spelling	oai:doaj.org-article:e8ec1249a39947d1a9a62425d5451a732021-12-03T06:22:09ZSelf-Efficacy Beliefs of Pre-Service Teachers Regarding Online Teaching2520-71562520-716410.36261/ijdeel.v6i1.1421https://doaj.org/article/e8ec1249a39947d1a9a62425d5451a732021-01-01T00:00:00Zhttp://irigs.iiu.edu.pk:64447/ojs/index.php/IJDEEL/article/view/1421https://doaj.org/toc/2520-7156https://doaj.org/toc/2520-7164Technological advancement in the rapidly changing world of work demands its use in every field, including education. In the current scenario, online education is the new normal. Therefore, future teachers should be aware of multiple instructional strategies and suitable ways of using technology to assist in the development of 21st-century skills in learners. Keeping this fact into consideration, this study aims to explore the self-efficacy beliefs of pre-service teachers regarding online teaching. The technological pedagogical content knowledge framework was employed to understand and describe the self-efficacy beliefs of teachers for effective pedagogical practice in a technology-enhanced learning environment. Through the use of phenomenological case study design, this research investigates the self-efficacy level, understanding, and expectations of future teachers regarding effective online teaching. Koehler and Mishra’s TPACK framework and Bandura’s self-efficacy theory were used as the conceptual underpinnings of semi-structured interviews conducted with five pre-service teachers enrolled in a teacher education program. The study found a high level of self-efficacy perceived by pre-service teachers. Also, pre-service teachers were confident in using the TPACK framework for online teaching. The study suggests the use of technology-based materials in the courses of teacher education related to technology integration for enhancing self-efficacy beliefs of pre-service teachers regarding online teaching.Mariam NazUme HaniDr. Yaar MuhammadInternational Islamic University IslamabadarticleTheory and practice of educationLB5-3640ENInternational Journal of Distance Education and E-Learning , Vol 6, Iss 1, Pp 47-65 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Theory and practice of education LB5-3640
spellingShingle	Theory and practice of education LB5-3640 Mariam Naz Ume Hani Dr. Yaar Muhammad Self-Efficacy Beliefs of Pre-Service Teachers Regarding Online Teaching
description	Technological advancement in the rapidly changing world of work demands its use in every field, including education. In the current scenario, online education is the new normal. Therefore, future teachers should be aware of multiple instructional strategies and suitable ways of using technology to assist in the development of 21st-century skills in learners. Keeping this fact into consideration, this study aims to explore the self-efficacy beliefs of pre-service teachers regarding online teaching. The technological pedagogical content knowledge framework was employed to understand and describe the self-efficacy beliefs of teachers for effective pedagogical practice in a technology-enhanced learning environment. Through the use of phenomenological case study design, this research investigates the self-efficacy level, understanding, and expectations of future teachers regarding effective online teaching. Koehler and Mishra’s TPACK framework and Bandura’s self-efficacy theory were used as the conceptual underpinnings of semi-structured interviews conducted with five pre-service teachers enrolled in a teacher education program. The study found a high level of self-efficacy perceived by pre-service teachers. Also, pre-service teachers were confident in using the TPACK framework for online teaching. The study suggests the use of technology-based materials in the courses of teacher education related to technology integration for enhancing self-efficacy beliefs of pre-service teachers regarding online teaching.
format	article
author	Mariam Naz Ume Hani Dr. Yaar Muhammad
author_facet	Mariam Naz Ume Hani Dr. Yaar Muhammad
author_sort	Mariam Naz
title	Self-Efficacy Beliefs of Pre-Service Teachers Regarding Online Teaching
title_short	Self-Efficacy Beliefs of Pre-Service Teachers Regarding Online Teaching
title_full	Self-Efficacy Beliefs of Pre-Service Teachers Regarding Online Teaching
title_fullStr	Self-Efficacy Beliefs of Pre-Service Teachers Regarding Online Teaching
title_full_unstemmed	Self-Efficacy Beliefs of Pre-Service Teachers Regarding Online Teaching
title_sort	self-efficacy beliefs of pre-service teachers regarding online teaching
publisher	International Islamic University Islamabad
publishDate	2021
url	https://doaj.org/article/e8ec1249a39947d1a9a62425d5451a73
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Self-Efficacy Beliefs of Pre-Service Teachers Regarding Online Teaching

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