Measuring and Supporting Pre-Service Teachers’ Self-Efficacy Towards Computers, Teaching, and Technology Integration

Abstract

This paper reports on two studies designed to examine pre-service teachers’ self-efficacy beliefs. Study I investigated the measurement properties of a self-efficacy beliefs questionnaire comprising scales for computer self-efficacy, teacher self-efficacy, and self-efficacy towards technology integration. In Study I, 200 pre-service teachers completed the self-efficacy questionnaire. Confirmatory factor analyses resulted in a modified measurement model consisting of the three hypothesized self-efficacy scales. Study II reports on an intervention to clarify the effects of digital video composition experiences on these same three self-efficacy variables. Participants were 22 pre-service teachers and 16 adult education students enrolled in a Finnish university education course. Data comprised pre- and post-measures of self-efficacy with the instrument validated in Study I. The results showed, in particular, a significant increase in pre-service teachers’ beliefs in all three aspects of self-efficacy. Provision of hands-on engagement with technologies appears to be an effective way to enhance pre-service teachers’ confidence in using technology in their teaching.