Pre-service physics teachers’ efficacy in using digital technologies for teaching optics

U. A. Abitaeva, A.H. Sarybaeva, Almagambetova Aigul Aldajarovna, Dina M. Zharylgapova, Indira Bakhytovna Usembayeva, L. U. Taimuratova

2026

Full text Open access: Gold Metadata (CSL-JSON)
DOI 10.29333/ejmste/17826
Data confidence 85 high
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Abstract

The main purpose of this study is to examine pre-service physics teachers’ competencies in integrating digital technologies into the teaching of optics topics. In the study in which the quantitative research method was adopted, data were collected from 356 physics teacher candidates through ICT-TPACK-science scale, optical teaching self-efficacy scale and digital technology use scale in physics. Descriptive statistics, independent groups t-test, one-way ANOVA, Pearson correlation analysis and multiple linear regression analysis were used in the analysis of the data. The research findings showed that the technological pedagogical content knowledge (TPACK) levels of the physics teacher candidates were high, and their self-efficacy beliefs in optical teaching and their digital technology use levels were at medium levels. Male teacher candidates achieved significantly higher scores than women in some sub-dimensions of TPACK. It was determined that digital technology usage experience had a strong and significant effect on TPACK levels, optical self-efficacy beliefs and digital technology use. The correlation analysis results revealed that there were positive, medium and high significant relationships between the three variables. Regression analysis showed that optical self-efficacy beliefs and digital technology use together explained 47% of the variance in TPACK levels. In addition, pre-service teachers were grouped into three groups in terms of technology integration. The findings revealed that digital technology experience and field teaching self-efficacy were critical factors in the development of TPACK by pre-service physics teachers. This study contributes to physics education by providing insights into how pre-service teachers’ technological competencies and self-efficacy beliefs interact in the context of optics teaching, thereby informing teacher education programs about effective strategies for integrating technology into physics instruction. The research offers important implications that technology integration and field teaching self-efficacy should be developed with a holistic approach in teacher training programs.