Twenty-third International Conference on Knowledge, Culture, and Change in Organizations

Abstract

With the growth of on-line learning and the implementation of technological tools, especially with COVID-19 pandemic, reliance on distance learning an inevitable pillar. Indeed, it has been noted that on-line teaching and education programs, and the use of ICT in education are rapidly replacing the more traditional face-to-face teaching. Despite the importance of the material and technical elements in any educational organization, the human factor remains the pivotal element that can employ and use these elements to achieve the greatest degree of productivity, efficiency and effectiveness renewed. Therefore, there is a need to evaluate the self-efficacy of pre-service teachers in their use of ICT to enhance student learning effectively to ensure they incorporate the use of digital technology in their teaching. Despite the efforts made over many years to prepare teachers for the use of technology, teachers lack the skills and knowledge necessary to successfully incorporate technology into their teaching practice. In particular, factors influencing the self-efficacy beliefs of pre-service teachers with respect to technology integration remains largely unknown, especially when developing an Educational Technology course for initial teacher preparation programs. This research explores the impact of self-efficacy on pre-service teachers in the use of technology and the relationship between technological pedagogical content knowledge outcomes with the Self-Efficiency Scale. Participants: 92 pre-service teachers who were evaluated before and after their teaching practices in placement in their last year of university studies, with a 12-week interval.