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Perkmen Serkan,Toy Serkan,Caracuel Alfonso,Shelley Mack 서울대학교 교육연구소 2018 Asia Pacific Education Review Vol.19 No.4
The main purpose of the current study was to develop a 50-item personality scale in Turkish and Spanish based on Big Five Model of Personality and to assess its construct validity and reliability. We also compared the personality of pre-service teachers enrolled in the department of elementary education in Turkey and Spain. The participants were 555 pre-service teachers enrolled in elementary education programs at a Turkish university (280) and at a Spanish university (275). Results of confirmatory factor analysis supported the construct validity of the scale in both samples. However, 10 items had low factor loadings in their respective dimensions. Thus, they were removed from the scale. Findings regarding the comparison of Turkish and Spanish pre-service teachers revealed that they share similar personality traits; however, significant personality differences between Turkish and Spanish pre-service elementary school teachers emerged. Results of t tests on each dimension of personality revealed that the Turkish pre-service teachers’ Openness and Neuroticism scores were statistically higher than the Spanish pre-service teachers. On the other hand, the Spanish pre-service teachers’ Conscientiousness score was found to be statistically higher than that of the Turkish pre-service teachers.
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Social cognitive predictors of pre-service teachers' technology integration performance
Serkan Perkmen,Sonmez Pamuk 서울대학교 교육연구소 2011 Asia Pacific Education Review Vol.12 No.1
The main objective of the study was to examine interrelationships among social cognitive variables (self-efficacy, outcome expectations, and performance goals) and their role in predicting pre-service teachers' technology integration performance. Although researchers have examined the role of these variables in the teacher-education context, the present study was an examination of the manner in which variables may jointly function to predict technology integration performance. The Social Cognitive Career Theory (SCCT) served as the theoretic framework. Participants were 111 pre-service teachers enrolled in an introductory instructional technology course. Findings revealed that SCCT predictions were largely supported when the freshman students were excluded from the analyses. Self-efficacy and outcome expectations were related to each other and both contributed to the prediction of performance.
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