Pre-service Teachers' Teaching Reading Efficacy Beliefs, Technological Pedagogical Content Knowledge (TCPK) Levels, and Their Teacher Educators' Modeling

Abstract

Preparing efficacious literacy teachers for technology-enhanced instruction is beginning to become a main concern for many teacher education institutions. With the emerging technologies coming into the landscape, pre-service teachers and teacher preparation programs are challenged to embrace the opportunities in improving the teaching-learning process along the Technological Pedagogical Content Knowledge (TPCK) Framework. This study investigated the relationships among the pre-service teachers' perceived teaching reading efficacy beliefs, TPCK levels, and teacher educators' TPCK modeling.

A descriptive survey method with focus on quantitative data collection and analysis was adapted. Forty-seven respondents were lottery drawn from 157 graduating pre-service teachers of Bachelor of Elementary Education at the Philippine Nonnal University Lopez, Quezon campus. Three self-report Likert type instruments were employed for self-􀃱ssment of the respondents' teaching reading efficacy beliefs, TPCK levels and their teacher educators' TPCK modeling.