Mapping routes from teacher identity to TPACK: mediating roles of technostress, belief and competency

Basit Öğe Kaydı
dc.authorid0000-0002-2083-688X
dc.authorid0000-0003-1165-0925
dc.authorid0000-0002-4752-5598
dc.contributor.authorGuner, Pinar
dc.contributor.authorKilic, Cigdem
dc.contributor.authorSevimli, Eyüp
dc.contributor.authorGokce, Semirhan
dc.date.accessioned2025-05-10T19:47:34Z
dc.date.issued2025
dc.departmentİstanbul Medeniyet Üniversitesi
dc.description.abstractThe purpose of this study was to investigate the effect of preservice teachers' identity on TPACK regarding the mediating roles of mathematics teaching competency, teacher belief, and technostress across grade levels. A total of 926 preservice mathematics teachers participated in the study. We used structural equation modeling to determine and compare the path coefficients. The results indicated that the effect of teacher identity on TPACK was positive and significant from freshman to senior. In all grades, the mediating effects of technostress and mathematics teaching competency were significant, but the mediating effect of teacher belief was generally insignificant.
dc.identifier.doi10.1007/s11218-024-09996-y
dc.identifier.issn1381-2890
dc.identifier.issn1573-1928
dc.identifier.issue1
dc.identifier.scopus2-s2.0-85217709601
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1007/s11218-024-09996-y
dc.identifier.urihttps://hdl.handle.net/20.500.14730/11432
dc.identifier.volume28
dc.identifier.wosWOS:001402230000007
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofSocial Psychology of Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20250302
dc.subjectMathematics teaching competency
dc.subjectTeacher identity
dc.subjectTeacher belief
dc.subjectTechnostress
dc.subjectTechnological pedagogical content knowledge
dc.titleMapping routes from teacher identity to TPACK: mediating roles of technostress, belief and competency
dc.typeArticle

Dosyalar

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu