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The Interplays Between Teachers’ Self-Efficacy and Problem-Solving Competence in Technology-Mediated, Open-Ended Professional Development

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Self-Efficacy in Instructional Technology Contexts

Abstract

This chapter is a report of a study conducted to explore the development of teachers’ technology-integration self-efficacy in an open-ended professional development (PD) environment. Six elementary teachers participated in problem-solving activities (i.e., collaboratively and independently) related to technology integration. Using videos to present authentic problems often encountered by teachers in their classrooms, the PD focused on technology-supported, authentic problem solving in an instructional context involving English learners (ELs, i.e., students whose home languages are not English). Think-aloud protocols were employed to explore teachers’ PD experiences regarding their problem-solving competence and self-efficacy in technology integration. Post-PD interviews were conducted to understand how group collaboration influenced individual judgments for technology integration. The results revealed that technology-integration self-efficacy and problem-solving competence influenced each other. This study implies that teacher PD should focus on supporting discursive interactions and real case scenarios to foster teachers’ problem-solving competence and enhance their positive self-efficacy in technology integration for everyday classroom problem solving.

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Authors and Affiliations

  1. Oklahoma City Public Schools, Oklahoma City, OK, USA

    Hui-Chen Durley

  2. University of Oklahoma, Norman, OK, USA

    Xun Ge

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  1. Hui-Chen Durley
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  2. Xun Ge
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  1. Georgia Southern University, Statesboro, GA, USA

    Charles B. Hodges

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Durley, HC., Ge, X. (2018). The Interplays Between Teachers’ Self-Efficacy and Problem-Solving Competence in Technology-Mediated, Open-Ended Professional Development. In: Hodges, C. (eds) Self-Efficacy in Instructional Technology Contexts. Springer, Cham. https://doi.org/10.1007/978-3-319-99858-9_9

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  • DOI: https://doi.org/10.1007/978-3-319-99858-9_9

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-99857-2

  • Online ISBN: 978-3-319-99858-9

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