Eurasia Journal of Mathematics, Science and Technology Education

• Abbitt, J. T. (2011a). Measuring technological pedagogical content knowledge in preservice teacher education: A review of current methods and instruments. Journal of Research on Technology in Education, 43(4), 281-300. https://doi.org/10.1080/15391523.2011.10782573
• Abbitt, J. T. (2011b). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers. Journal of Digital Learning in Teacher Education, 27(4), 134-143. https://doi.org/10.1080/21532974.2011.10784670
• Aquino, A. B. (2015a). Self-efficacy on technological, pedagogical and content knowledge (TPACK) of biological science pre-service teachers. Asia Pacific Journal of Multidisciplinary Research, 3(4), 150-157.
• Aquino, A. B. (2015b). Self-efficacy on technological, pedagogical and content knowledge (TPACK) of biological science pre-service teachers. Asia Pacific Journal of Multidisciplinary Research, 3(4), 8.
• Bandura, A. (1997). Self-efficacy: The exercise of control. Freedom and Company.
• Cetin-Berber, D., & Erdem, R. (2015). An investigation of Turkish pre-service teachers’ technological, pedagogical and content knowledge. Computers, 4, 234-250. https://doi.org/10.3390/computers4030234
• Cetin-Dindar, A., Boz, Y., Sonmez, D. Y., & Celep, N. D. (2018). Development of pre-service chemistry teachers’ technological pedagogical content knowledge. Chemistry Education Research and Practice, 19(1), 167-183. https://doi:10.3390/computers4030234
• Chukwuemeka, E. J., Nsofor, C. C., Falode, O. C., & Aniah, A. (2019). Assessing pre-service teachers’ technological pedagogical content knowledge self-efficacy towards technology integration in colleges of education in South-West Nigeria. Journal of Science, Technology, Mathematics and Education, 15(3), 131-141. http://repository.futminna.edu.ng:8080/jspui/handle/123456789/2988
• Cohen, J. C. (1988). Statistical power analysis for the behavioral sciences. Lawrence Erlbaum Associates.
• Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE.
• Farjon, D., Smits, A., & Voogt, J. (2019). Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience. Computers & Education, 130, 81-93. https://doi.org/10.1016/j.compedu.2018.11.010
• Ibrohim, I., Purwaningsih, E., Munzil, M., Hidayanto, E., Sudrajat, A. K., Saefi, M., & Hassan, Z. B. (2022). Possible links between Indonesian science teacher’s TPACK perception and demographic factors: Self-reported survey. EURASIA Journal of Mathematics, Science and Technology Education, 18(9), em2146. https://doi.org/10.29333/ejmste/12282
• Irmak, M., & Yilmaz Tüzün, Ö. (2018). Investigating pre-service science teachers’ perceived technological pedagogical content knowledge (TPACK) regarding genetics. Research in Science & Technological Education, 37(2), 127-146. https://doi.org/10.1080/02635143.2018.1466778
• Jang, S.-J., & Tsai, M.-F. (2013). Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model. Australasian Journal of Educational Technology, 29(4). https://doi.org/10.14742/ajet.282
• Jita, T., & Sintema, E. J. (2022). Pre-service teachers’ self-concept and views toward using ICT for teaching science, EURASIA Journal of Mathematics, Science and Technology Education, 18(9), em2154. https://doi.org/10.29333/ejmste/12396
• Kafyulilo, A., Fisser, P., & Voogt, J. (2016). Teacher design in teams as a professional development arrangement for developing technology integration knowledge and skills of science teachers in Tanzania. Education and Information Technologies, 21(2), 301-318. https://doi.org/10.1007/s10639-014-9321-0
• Kafyulilo, A., Fisser, P., Pieters, J., & Voogt, J. (2015). ICT use in science and mathematics teacher education in Tanzania: Developing technological pedagogical content knowledge. Australasian Journal of Educational Technology, 31(4), 381-399. https://doi.org/10.14742/ajet.1240
• Kavanoz, S., Yuksel, H. G., & Ozcan, E. (2015). Pre-service teachers’ self-efficacy perceptions on web pedagogical content knowledge. Computers & Education, 85, 94-101. https://doi.org/10.1016/j.compedu.2015.02.005
• Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
• Koh, J. H. L., Chai, C. S., & Tsai, C.-C. (2010). Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey. Journal of Computer Assisted Learning, 26(6), 563-573. https://doi.org/10.1111/j.1365-2729.2010.00372.x
• Koh, J. H. L., Chai, C. S., & Tsai, C.-C. (2013). Examining practicing teachers’ perceptions of technological pedagogical content knowledge (TPACK) pathways: A structural equation modeling approach. Instructional Science, 41(4), 793-809. https://doi.org/10.1007/s11251-012-9249-y
• Lee, J. (2010). Exploring kindergarten teachers’ pedagogical content knowledge of mathematics. International Journal of Early Childhood, 42(1), 27-41. https://doi.org/10.1007/s13158-010-0003-9
• Lee, M.-H., & Tsai, C.-C. (2010). Exploring teachers’ perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the world wide web. Instructional Science, 38(1), 1-21. https://doi.org/10.1007/s11251-008-9075-4
• Mapulanga, T., Nshogoza, G., & Yaw, A. (2022). Teachers’ perceived enacted pedagogical content knowledge in biology at selected secondary schools in Lusaka. International Journal of Learning, Teaching and Educational Research, 21(10), 418-435. https://doi.org/10.26803/ijlter.21.10.23
• Meier, S. (2021). An investigation of the pedagogical content knowledge across German preservice (physical education) teachers. Advances in Physical Education, 11, 340-352. https://doi.org/10.4236/ape.2021.113029
• Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
• Mulenga, I. M., & Masumba, C. K. (2019). Teacher’s pedagogical content knowledge for teaching computer studies in rural Zambian secondary schools of North-Western Province. Zambia Journal of Library & Information Science, 3(1-2), 90-106.
• Njiku, J., Mutarutinya, V., & Maniraho, J. F. (2020). Mathematics teachers’ technology integration self-efficacy and technology use. In Proceedings of the International Conference to Review Research in Science, Technology, and mathematics Education (pp. 283-289). Homi Bhabha Center for Science Education.
• Njiku, J., Mutarutinya, V., & Maniraho, J. F. (2021). Building mathematics teachers’ TPACK through collaborative lesson design activities. Contemporary Educational Technology, 13(2), ep297. https://doi.org/10.30935/cedtech/9686
• Penn, M., & Mavuru, L. (2020). Assessing pre-service teachers’ reception and attitudes towards virtual laboratory experiments in life sciences. Journal of Baltic Science Education, 19(6A), 1092-1105. https://doi.org/10.33225/jbse/20.19.1092
• Putri, A. R. A., Hidayat, T., & Purwianingsih, W. (2020). Analysis of technological pedagogical content knowledge (TPACK) of biology teachers in classification of living things learning. Journal of Physics: Conference Series, 1521, 042033. https://doi.org/10.1088/1742-6596/1521/4/042033
• Salas-Rueda, R.-A. (2020). TPACK: Technological, pedagogical and content model necessary to improve the educational process on mathematics through a web application? International Electronic Journal of Mathematics Education, 15(1), em0551. https://doi.org/10.29333/iejme/5887
• Schmid, M., Brianza, E., & Petko, D. (2021). Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans. Computers in Human Behavior, 115, 106586. https://doi.org/10.1016/j.chb.2020.106586
• Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK) the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149. https://doi.org/10.1080/15391523.2009.10782544
• Segal, R., Oxman, V., & Stupel, M. (2021). Using dynamic geometry software to enhance specialized content knowledge: Pre-service mathematics teachers’ perceptions. International Electronic Journal of Mathematics Education, 16(3), em0647. https://doi.org/10.29333/iejme/11065
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14. https://doi.org/10.3102/0013189X015002004
• Shulman, L. S. (2000). Teacher development: Roles of domain expertise and pedagogical knowledge. Journal of Applied Developmental Psychology, 21(1), 129-135. https://doi.org/10.1016/S0193-3973(99)00057-X
• Shulman, L. S. (2013). Those who understand: Knowledge growth in teaching. Journal of Education, 193(3), 1-11. https://doi.org/10.1177/002205741319300302
• Sintema, E. J., & Phiri, P. A. (2018). An investigation of Zambian mathematics student teachers’ technological pedagogical content knowledge (TPACK). Journal of Basic and Applied Research International, 24(2), 70-77.
• Suzuk, E., & Akinci, T. (2021). Comparing pre-service teachers’ self-confidence levels in technological pedagogical content knowledge in terms of Several variables. Journal of Education and Learning, 10(1), 82-93. https://doi.org/10.5539/jel.v10n1p82
• Tafli, T. (2021). A comparative study on TPACK self-efficacy of prospective biology teachers from the faculties of education & science. International Journal of Curriculum and Instruction, 13(3), 2957-2980.
• Thohir, M. A., Yuliati, L., Ahdhianto, E., Untari, E., & Yanti, F. A. (2021). Exploring the relationship between personality traits and TPACK-web of pre-service teacher. Contemporary Educational Technology, 13(4), ep322. https://doi.org/10.30935/cedtech/11128
• Tondeur, J., Van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134-144. https://doi.org/10.1016/j.compedu.2011.10.009
• Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2013). Technological pedagogical content knowledge–a review of the literature. Journal of Computer Assisted Learning, 29(2), 109-121. https://doi.org/10.1111/j.1365-2729.2012.00487.x
• Wright, B., & Akgunduz, D. (2018). The relationship between technological pedagogical content knowledge (TPACK) self-efficacy belief levels and the usage of Web 2.0 applications of pre-service science teachers. World Journal on Educational Technology, 10(1), 52-69. https://doi.org/10.18844/wjet.v10i1.3351
• Yeh, Y.-F., Hsu, Y.-S., Wu, H.-K., Hwang, F.-K., & Lin, T.-C. (2014). Developing and validating technological pedagogical content knowledge-practical (TPACK-practical) through the Delphi survey technique. British Journal of Educational Technology, 45(4), 707-722. https://doi.org/10.1111/bjet.12078
• Zhang, W., & Tang, J. (2021). Teachers’ TPACK development: A review of literature. Open Journal of Social Sciences, 09(07), 367-380. https://doi.org/10.4236/jss.2021.97027

APA

Bwalya, A., & Rutegwa, M. (2023). Technological pedagogical content knowledge self-efficacy of pre-service science and mathematics teachers: A comparative study between two Zambian universities. Eurasia Journal of Mathematics, Science and Technology Education, 19(2), em2222. https://doi.org/10.29333/ejmste/12845

Vancouver

Bwalya A, Rutegwa M. Technological pedagogical content knowledge self-efficacy of pre-service science and mathematics teachers: A comparative study between two Zambian universities. EURASIA J Math Sci Tech Ed. 2023;19(2):em2222. https://doi.org/10.29333/ejmste/12845

AMA

Bwalya A, Rutegwa M. Technological pedagogical content knowledge self-efficacy of pre-service science and mathematics teachers: A comparative study between two Zambian universities. EURASIA J Math Sci Tech Ed. 2023;19(2), em2222. https://doi.org/10.29333/ejmste/12845

Chicago

Bwalya, Anthony, and Marcellin Rutegwa. "Technological pedagogical content knowledge self-efficacy of pre-service science and mathematics teachers: A comparative study between two Zambian universities". Eurasia Journal of Mathematics, Science and Technology Education 2023 19 no. 2 (2023): em2222. https://doi.org/10.29333/ejmste/12845

Harvard

Bwalya, A., and Rutegwa, M. (2023). Technological pedagogical content knowledge self-efficacy of pre-service science and mathematics teachers: A comparative study between two Zambian universities. Eurasia Journal of Mathematics, Science and Technology Education, 19(2), em2222. https://doi.org/10.29333/ejmste/12845

MLA

Bwalya, Anthony et al. "Technological pedagogical content knowledge self-efficacy of pre-service science and mathematics teachers: A comparative study between two Zambian universities". Eurasia Journal of Mathematics, Science and Technology Education, vol. 19, no. 2, 2023, em2222. https://doi.org/10.29333/ejmste/12845