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<p>Emerging technologies in education are a broad spectrum of technologies that can support teaching and learning. Integrating these technologies with K-12 learners can be dependent on teachers’ self-efficacy to implement these tools. An online intervention (consisting of three learning activities) was formatively designed for pre-service teachers (<i>N</i> = 118). The intervention was grounded in Bandura’s self-efficacy framework (i.e., vicarious learning, social persuasion, physiological arousal, and mastery experience).&#xa0;We&#xa0;examined pre-service teachers’ beliefs (self-efficacy and anxiety) about implementing emerging technologies in their field experiences and future teaching practices. The results identified&#xa0;a predictive relationship between self-efficacy and anxiety. When there is an increase in pre-service teachers’ self-efficacy, there is&#xa0;a decrease in self-reported anxiety.</p>

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Shaping the Self-Efficacy of Pre-service Teachers for Emerging Technologies

  • 期刊论文

  • 发表日期：

    2025年6月12日

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  • Laurie O. Campbell,
  • Rasha Noureddine,
  • Glenn W. Lambie,
  • B. Grant Hays

摘要

Emerging technologies in education are a broad spectrum of technologies that can support teaching and learning. Integrating these technologies with K-12 learners can be dependent on teachers’ self-efficacy to implement these tools. An online intervention (consisting of three learning activities) was formatively designed for pre-service teachers (N = 118). The intervention was grounded in Bandura’s self-efficacy framework (i.e., vicarious learning, social persuasion, physiological arousal, and mastery experience). We examined pre-service teachers’ beliefs (self-efficacy and anxiety) about implementing emerging technologies in their field experiences and future teaching practices. The results identified a predictive relationship between self-efficacy and anxiety. When there is an increase in pre-service teachers’ self-efficacy, there is a decrease in self-reported anxiety.