Background: Individuals pursue teaching careers for numerous reasons, such as for instrumental or prosocial purposes. Aims: This study examined the personal (instrumental motivation) and social (prosocial motivation) utility of teaching as predictors of teaching quality in terms of clarity of instruction, classroom management, and cognitive…

Teachers' self-efficacy and engagement in classroom teaching play critical roles in making the integrated science, technology, engineering, and mathematics (STEM) education happen. However, the potential factors influencing teachers' self-efficacy and engagement in STEM teaching have yet to be examined. This study constructed a hypothesized model…

The integrative approach of teaching Science, Technology, Engineering and Mathematics (STEM) has been advocated as a pedagogical means to advance education for the 21st century. However, there is a lack of validated instruments that are theoretically grounded to account for the various forms of knowledge that teachers need in order to effectively…

This conceptual paper argues that to develop students' twenty first century competencies, teachers need to consider how technological pedagogical content knowledge (TPACK) can be applied through design thinking processes. It proposes a conceptual framework articulating various TPACK considerations and how these various forms of TPACK can be used…

Although there is an established body of work arguing that teachers' technological pedagogical content knowledge (TPACK) is necessary for designing ICT-integrated lessons, little is known about the relationships among teachers' beliefs about learning, their design dispositions, learning design practices and TPACK. Critical inquiry in this aspect…

This paper reviews 74 journal papers that investigate ICT integration from the framework of technological pedagogical content knowledge (TPACK). The TPACK framework is an extension of the pedagogical content knowledge (Shulman, 1986). TPACK is the type of integrative and transformative knowledge teachers need for effective use of ICT in…

Technology integration is a major trend in contemporary education practice. When undertaking technology integration in classrooms, a first-order barrier and a second-order barrier, as proposed by Ertmer (1999), can hinder its implementation. The first-order barrier is external, such as lack of adequate access, time, training and institutional…

This paper presents a framework for developing pre-service teachers' competencies in using technologies to enhance teaching and learning. It focuses on building the capacity of teacher education institutions (TEI) based on six strategic dimensions: (1) vision and philosophy; (2) program; (3) professional learning of deans, teacher educators and…