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RESEARCH PAPER
Technological pedagogical content knowledge self-efficacy of pre-service science and mathematics teachers: A comparative study between two Zambian universities
1
African Center of Excellence for Innovative Teaching and Learning Mathematics and Science, University of Rwanda–College of Education, Rwamagana, RWANDA
Online publication date: 2023-01-16
Publication date: 2023-02-01
EURASIA J. Math., Sci Tech. Ed 2023;19(2):em2222
KEYWORDS
ABSTRACT
Pre-service science and mathematics teachers’ beliefs and attitudes concerning technology
integration significantly influence how confident they are to integrate technology into their
teaching. This study is a comparative examination of the technological pedagogical content
knowledge (TPACK) self-efficacy of 202 pre-service science and mathematics teachers enrolled at
two Zambian universities. It also investigated the influence of selected demographic variables on
the TPACK self-efficacy of pre-service science and mathematics teachers. The study employed a
cross-sectional survey research design to collect data, which was analyzed using the independent
samples t-test and one-way ANOVA. The findings reveal that pre-service teachers have moderate
TPACK self-efficacy. Furthermore, the results indicate that students’ self-efficacy at the two
universities was not statistically different (t[200]=2.11, p=.83); nonetheless, their TPACK selfefficacy was influenced by gender, year of study and subject specialization in some TPACK
constructs. The implications of these findings were discussed.
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