Öz The great use of technology in every part of life eventually forced educators to integrate up-to-date technologies into the teaching environments concerning the increased demands of millennial learners. Thus the teachers’ efficacy of technology integration into the teaching environments becomes a considerably vital issue besides the potential and positive roles of using the technology in the educational settings. The studies in the literature emphasize that increasing self-efficacy beliefs of pre-service teachers on technology integration during their education process will ultimately lead to successful technology integration in the future. Thus, it is believed that the studies examining the self-efficacy beliefs of pre-service teachers are worth conducting. Regarding this tenet, the present study intended to explore the self-efficacy beliefs of pre-service teachers enrolled in four different teacher education programs of a state university in Turkey. A total of 439 pre-service teachers (male= 145, female= 291, missing value=3) who enrolled in 1st, 2nd, 3rd and 4th grades of English language teacher education (n=115), Primary school teacher education (n=115), Turkish language teacher education (n=92) and Science teacher education (n=117) programs have participated in the study on voluntary bases. The present study, which adopted a non-experimental quantitative research design, gathered its data through a self-administered Likert-type survey accompanied by some demographic questions. The statistical analysis of the quantitative data revealed that pre-service teachers have high self- efficacy in technology integration in general. Additionally, it is found that while technology integration self-efficacy of pre-service teachers show a significant difference in line with some majors and grade level variables, there found no difference in terms of the gender variable.


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Kaynak Göster

APA Caner, M , Aydın, S . (2021). SELF EFFICACY BELIEFS OF PRE-SERVICE TEACHERS ON TECHNOLOGY INTEGRATION . Turkish Online Journal of Distance Education , 22 (3) , 79-94 . DOI: 10.17718/tojde.961820