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Enhancing Preservice Science Teachers' Self-Efficacy and Technology Integration Tendency through Web 2.0-Based Instruction

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Title: Enhancing Preservice Science Teachers' Self-Efficacy and Technology Integration Tendency through Web 2.0-Based Instruction
Language: English
Authors: Nagihan Imer Cetin (ORCID 0000-0001-9634-6388), Nilay Muslu-Komurcu (ORCID 0000-0002-7429-5142), Hasan Zuhtu Okulu (ORCID 0000-0002-2832-9620)
Source: European Journal of Education. 2026 61(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Self Efficacy, Technology Integration, Electronic Learning, Teaching Methods, Science Teachers, Instructional Materials, Material Development, Science Instruction, Student Attitudes
DOI: 10.1111/ejed.70614
ISSN: 0141-8211
1465-3435
Abstract: This study examines the impact of the Web 2.0-focused course on preservice science teachers' self-efficacy in developing digital materials, their tendency to integrate technology into teaching, and views on using technology in teaching practice. We used a sequential explanatory mixed-method design. Data was collected through self-efficacy and tendency scales for technology and interviews. Fifty-five preservice science teachers participated in a 14-week Web 2.0-based course. During the intervention, Web 2.0 tools were introduced, their classroom integration was discussed, and preservice teachers created and applied instructional materials. The results showed that the Web 2.0-based course significantly enhanced preservice science teachers' self-efficacy in developing digital materials and their tendency to integrate technology into teaching, with a large effect size. A moderate correlation was found between these factors, and qualitative findings supported that greater confidence in using Web 2.0 tools led to increased integration in instruction. These findings emphasize the need for technology-focused courses in preservice teacher education to enhance confidence and willingness to use digital tools.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507057
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Nagihan+Imer+Cetin%22">Nagihan Imer Cetin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9634-6388">0000-0001-9634-6388</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nilay+Muslu-Komurcu%22">Nilay Muslu-Komurcu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7429-5142">0000-0002-7429-5142</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hasan+Zuhtu+Okulu%22">Hasan Zuhtu Okulu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2832-9620">0000-0002-2832-9620</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Material+Development%22">Material Development</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
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  Data: 0141-8211<br />1465-3435
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  Label: Abstract
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  Data: This study examines the impact of the Web 2.0-focused course on preservice science teachers' self-efficacy in developing digital materials, their tendency to integrate technology into teaching, and views on using technology in teaching practice. We used a sequential explanatory mixed-method design. Data was collected through self-efficacy and tendency scales for technology and interviews. Fifty-five preservice science teachers participated in a 14-week Web 2.0-based course. During the intervention, Web 2.0 tools were introduced, their classroom integration was discussed, and preservice teachers created and applied instructional materials. The results showed that the Web 2.0-based course significantly enhanced preservice science teachers' self-efficacy in developing digital materials and their tendency to integrate technology into teaching, with a large effect size. A moderate correlation was found between these factors, and qualitative findings supported that greater confidence in using Web 2.0 tools led to increased integration in instruction. These findings emphasize the need for technology-focused courses in preservice teacher education to enhance confidence and willingness to use digital tools.
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        Value: 10.1111/ejed.70614
    Languages:
      – Text: English
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        PageCount: 14
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Self Efficacy
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      – SubjectFull: Technology Integration
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Science Teachers
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      – SubjectFull: Instructional Materials
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      – SubjectFull: Material Development
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      – SubjectFull: Science Instruction
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      – SubjectFull: Student Attitudes
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      – TitleFull: Enhancing Preservice Science Teachers' Self-Efficacy and Technology Integration Tendency through Web 2.0-Based Instruction
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            NameFull: Hasan Zuhtu Okulu
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              Type: published
              Y: 2026
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