Pre-service teachers’ attitudes towards technology,engagement in active learning, and creativity as predictors of ability to innovate

• Autores: Stanislav Avsec, Magdalena Jagiełło-kowalczyk
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 34, no. Extra 3, 2018, págs. 1049-1059
• Idioma: inglés
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• Resumen

  • Teacher’s subject matter knowledge, pedagogical content knowledge, skills, attitudes and self-efficacy guide teacher’sbehaviour in the classroom. Little is understood how pre-service teachers’ beliefs, affective and conative abilities along withcreative potential support their technological and engineering behaviour necessary for inventiveness. The purpose of thisstudy was to examine relationships among pre-service teachers’ attitudes towards technology, perceptions and experienceswith their own engagement in technology and engineering activities, and their creative potential that have been shown tosupport their innovative behaviour. A total of 124 pre-service teachers participated in this study. The Twenty-five-ItemTechnology and Me survey, the Test of Creative Thinking-Divergent Production, and the Twenty-three-Item Action andMe survey were used to measure the teachers’ attitudes towards technology, creative potential, and their situationalinterest, perceived course learning value, satisfaction, and technological and engineering behaviour. A conceptual modelwas hypothesized, tested, and supported by the results using confirmatory factor analysis with structural equationmodelling. Findings indicate that pre-service teachers who had higher scores on interest for technology had highersituational interest, higher creative performance, and higher ability to innovate. Students who had higher scores onperceived consequences of technology had less creative performance while students who had higher scores on perceivedtechnology difficulty had lower scores on perceived learning value of the course and lower scores on course design quality.Pre-service teachers own creativity, perceived course design, situational interest, and perceived learning value mediate therelationship between attitudes towards technology and perceived ability to innovate. Our results offer importantimplications about how to prepare pre-service technology and engineering teachers for innovative performance towardsenhancing technological knowledge and skills.