Chai, C. S., Koh, J. H. L., Tsai, C., & Tan, L. L. W. (2011). Modeling primary school pre-service teachers’ technological pedagogical content knowledge (TPACK) for meaningful learning with information communication technology (ICT). Computers & Educa-tion, 57, 1184-1193.

has been cited by the following article:

• TITLE: Enhancing Pre-service Teacher’s Self-efficacy and Technological Pedagogical Content Knowledge in Designing Digital Media with Self-regulated Learning Instructional Support in Online Project-based Learning

  AUTHORS: Pornsook Tantrarungroj, Praweenya Suwannatthachote

  KEYWORDS: Online project-based learning, Peer assessment, Pre-service teacher, Self-efficacy, Technological Pedagogical Content Knowledge (TPCK)

  JOURNAL NAME: Creative Education, Vol.3 No.8B, January 17, 2013

  ABSTRACT: This study investigated pre-service teachers’ self-efficacy in designing digital media and their technological pedagogical content knowledge (TPCK) for designing digital media using different forms of self- regulated learning instructional support for online project-based learning. The study used a 2x2 factorial research design. The sample consisted of 232 pre-service teachers from an institution situated in Bangkok, Thailand. The four different forms of self-regulated learning instructional support for online project-based learning were PB+SQ+PA, PB+SQonly, PB+PAonly, and PBonly. Two-way Multivariate Analysis of Variance (MANOVA) was used for data analysis. The results showed significant differences in pre-service teachers’ self-efficacy and TPCK posttest scores. No main effect was found between two different self-regulated learning strategies (SQ and PA) upon the means of self-efficacy in designing digital media scores and TPCK scores. The self-regulated learning strategies (SQ and PA) had a statistically significant interaction upon the means of self-efficacy in designing digital media scores while the self-regulated learning strategies (SQ and PA) had no interaction upon the means of the TPCK scores.