Teacher Self-Efficacy Beliefs and the Integration of Interactive Website Wikispaces Classroom

Teacher Self-Efficacy Beliefs and the Integration of Interactive Website Wikispaces Classroom

Nouf Jazaa Aljohani
Copyright: © 2022 |Pages: 17
DOI: 10.4018/IJWLTT.313192
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Abstract

Some components of the knowledge and skills required for teaching using 21st century technology can be assessed with reasonable confidence. The researcher conducted a study intended to determine the factors that affect teacher self-efficacy—that is, their evaluation of their own competence using the interactive educational website Wikispaces Classroom in various teaching fields. The participants were 44 pre-service teachers from various levels of the education system. The study was based on qualitative and quantitative methods. To obtain the qualitative data, the researcher administered a pre-survey and post-survey to measure the teachers' self-efficacy beliefs regarding the integration of the interactive website at the initial use and after or teachers and asked them to clarify their perspectives on how high self-efficacy had affected their use of the interactive website. The researcher distributed a questionnaire to uncover these factors. The findings showed how the use of the technology affected the teachers' self-efficacy in their use of the interactive learning website.
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Research Questions

This research is aimed at answering the following questions:

  • 1.

    What is the difference in teachers’ self-efficacy before and after using web 2.0?

  • 2.

    What are teachers’ perspectives on using web 2.0?

  • 3.

    What factors affect teachers’ perceptions of their own efficacy when using web 2.0?

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