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dc.contributor.authorGonzález López, María José 
dc.contributor.authorGonzález Ruiz, Ignacio 
dc.contributor.otherUniversidad de Cantabriaes_ES
dc.date.accessioned2019-03-22T09:01:19Z
dc.date.available2019-03-22T09:01:19Z
dc.date.issued2017
dc.identifier.issn1305-8223
dc.identifier.issn1305-8215
dc.identifier.otherEDU2012-33030es_ES
dc.identifier.urihttp://hdl.handle.net/10902/15986
dc.description.abstractTeachers´ beliefs, together with sound technological pedagogical content knowledge (TPACK), are directly related to the effective integration of technology in mathematics teaching. This study explored the relationship between pre-service teachers´ behavioural intention to use technology to teach mathematics and their TPACK. A case-study analysis was conducted to determine whether six pre-service teachers? behavioural intention to use technology in their classroom delivery was associated with a predominance of TPACK (the TPACK model component) in their choice of technology-supported mathematical tasks. The findings showed a considerable disconnect between pre-service teachers? behavioural intention and their technological pedagogical content knowledge. Even where they expressed favourable intentions, the type of knowledge they called into play when selecting technology-supported tasks was unrelated to TPACK and did not suffice to identify the educational potential of technology. An emphasis on TPACK, in conjunction with the development of favourable attitudes toward the use of technology, is therefore believed to be indispensable in pre-service teacher education programmes.es_ES
dc.description.sponsorshipThis work was partially supported by project EDU2012-33030 of the Spanish Ministry of Science and Technology.es_ES
dc.format.extent20 p.es_ES
dc.language.isoenges_ES
dc.publisherModestumes_ES
dc.rightsAttribution 4.0 Internationales_ES
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.sourceEURASIA Journal of Mathematics Science and Technology Education, 2017 13(3):601-620es_ES
dc.titleBehavioural Intention and Pre-Service Mathematics Teachers´ Technological Pedagogical Content Knowledgees_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.relation.publisherVersionhttps://doi.org/10.12973/eurasia.2017.00635aes_ES
dc.rights.accessRightsopenAccesses_ES
dc.identifier.DOI10.12973/eurasia.2017.00635a
dc.type.versionpublishedVersiones_ES


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Attribution 4.0 InternationalExcept where otherwise noted, this item's license is described as Attribution 4.0 International