Changing the Educational Beliefs of Teachers through an Interdisciplinary Online Teaching Programme: Are Business Teachers Different from Teachers of other Disciplines?

Figures & data

Table 1 Initial teacher beliefs and intentions of business teachers versus others.

	Other disciplines		Business teachers
	M	SD	M	SD	t-Test
Beliefs towards learning facilitation	4.09	0.44	3.94	0.31	−1.290
Beliefs towards knowledge transmission	3.56	0.49	3.84	0.34	2.141*
Intentions towards learning facilitation	3.90	0.40	3.85	0.25	−0.397
Intentions towards knowledge transmission	3.76	0.39	3.90	0.27	1.341

Independent sample t-test (two-sided) (n other disciplines = 46, n business = 16).

* Coefficient is significant at the 0.05 level.

Table 2 Change in teacher beliefs and intentions of business teachers versus others.

	Other disciplines		Business teachers
M	SD	M	SD	t-Test
Δ Beliefs towards learning facilitation	−0.09	0.40	−0.05	0.49	0.194
Δ Beliefs towards knowledge transmission	−0.23	0.37	−0.02	0.30	1.364
Δ Intentions towards learning facilitation	0.02	0.34	0.04	0.33	0.162
Δ Intentions towards knowledge transmission	−0.12	0.40	0.10	0.29	1.367

Independent sample t-test (two-sided) (n other disciplines = 27, n business = 7).

* Coefficient is significant at the 0.05 level.

Figure 1 Pre- and post-test of ratio learning facilitation/knowledge transmission. Note: As this figure uses ratio of learning facilitation divided by knowledge transmission, a score close to one indicates that teachers balance learning facilitation and knowledge transmission to a similar level. If the score is above one, teachers focus relatively more on learning facilitation, while a score below one indicates that teachers focus relatively more on knowledge transmission.

Table 3 Pre-test of TPACK of business teachers versus others.

	Other disciplines	Business teachers
	M	SD	M	SD	t-Test
Prior expertise with ICT	2.97	0.67	3.05	0.65	0.415
Expertise in teaching in collaborative learning	3.26	0.92	3.78	0.86	1.977*
Pedagogical and content knowledge	3.87	0.88	4.13	0.81	1.017
Technological pedagogical knowledge	3.35	0.72	3.70	0.59	1.751
Technological content knowledge	3.34	0.71	3.67	0.75	1.530
TPACK	2.61	0.65	2.35	0.52	−1.417

Independent sample t-test (two-sided) (n other disciplines = 46, n business = 16).

* Coefficient is significant at the 0.05 level.

Table 4 Change of TPACK from pre- to post-testing.

	Other disciplines	Business teachers
	M	SD	M	SD	t-Test
Δ Prior expertise with ICT	0.17	0.62	0.32	0.49	0.594
Δ Expertise in teaching in collaborative learning	0.11	0.70	−0.57	0.93	−2.153*
Δ Pedagogical and content knowledge	0.07	1.00	0.14	0.38	0.178
Δ Technological pedagogical knowledge	0.26	0.80	−0.05	0.40	−0.982
Δ Technological content knowledge	0.22	0.52	−0.10	0.53	−1.414
Δ TPACK	0.47	0.79	0.81	0.74	1.028

Independent sample t-test (two-sided) (n other disciplines = 27, n business = 7).

* Coefficient is significant at the 0.05 level.