دورية أكاديمية
The Moderating Model of Teaching Anxiety on Teaching Beliefs and TPACK Effect to ICT Literacy among Pre-Service Mathematics Teachers
| العنوان: | The Moderating Model of Teaching Anxiety on Teaching Beliefs and TPACK Effect to ICT Literacy among Pre-Service Mathematics Teachers |
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| المؤلفون: | Wanda Nugroho Yanuarto, Siti Mistima Maat, Eka Setyanigsih, Muhammad Galang Isnawan, Mohamad Ikram Zakaria |
| المصدر: | Mathematics Teaching Research Journal. 2023 15(3):50-72. |
| الإتاحة: | City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://commons.hostos.cuny.edu/mtrj |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Mathematics Education, Anxiety, Beliefs, Information Technology, Telecommunications, Digital Literacy, Technological Literacy, Foreign Countries, Pedagogical Content Knowledge, Models, Student Experience, Teacher Attitudes, Teaching (Occupation) |
| مصطلحات جغرافية: | Indonesia, Malaysia |
| تدمد: | 2573-4377 |
| مستخلص: | Research on teaching anxiety has increased dramatically during the previous two decades. Teachers who experience significant anxiety in the classroom are also more likely to lack confidence in their abilities. How teachers evaluate their pedagogical abilities in areas like TPACK and ICT literacy may potentially play a role in the development of teaching anxiety. We have 458 pre-service teachers in Indonesia and Malaysia who are immersed in a specific training program. To choose our samples, we relied on a criteria sampling strategy. Structural equation modeling (SEM) is a powerful statistical analysis method for theory creation because it allows researchers to test ideas about connections between observable and latent variables while also analyzing those associations. The result of the study state that pre-service teachers' levels of ICT literacy is influenced by the beliefs teachers hold about the relationship between TPACK and ICT literacy, as revealed by the structural equation model designed to examine this relationship. The author agrees that more research is always needed in this field but believes that the results of this study could be valuable to other researchers interested in beginning new studies or expanding existing studies linked to the ICT literacy paradigm. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1408237 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2573-4377 |
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