Examining Pre-Service Primary Education Teachers’ TPACK Competencies and Teacher SelfEfficacies

Karalar, Halit; Altan, Bilge Aslan

doi:10.30703/cije.321422

Cited by 6 publications

(9 citation statements)

References 24 publications

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“…Similar findings related to the pre-service teachers' techno-pedagogical education competencies in this study were found in the studies of Akgün (2013), Akgün, Özgür andÇuhadar (2016), Erdemir et al (2009), Kabakçı Yurdakul (2011), and Karalar and Altan (2016), suggesting that the pre-service teachers' techno-pedagogical education competencies were high. The finding that the techno-pedagogical education competencies have been found to be high could be interpreted as the pre-service teachers benefiting from technology in the design and application of the courses, paying attention to ethical principles while using technology and trying to find solutions when they face problems.…”

Section: Discussion Conclusion and Recommendationssupporting

confidence: 89%

“…On the other hand, the present study demonstrated that the pre-service teachers had lower scores in the expertise dimension of TPACKS than other dimensions. Similar findings were found in the studies of Kabakçı Yurdakul (2011), and Karalar and Altan (2016). The reason why the pre-service teachers had lower scores in the expertise dimension might be that they did not consider themselves sufficient in solving technological problems.…”

Section: Discussion Conclusion and Recommendationssupporting

confidence: 84%

“…The reason why the pre-service teachers had lower scores in the expertise dimension might be that they did not consider themselves sufficient in solving technological problems. It could be stated that more research is needed to investigate the reasons for the decrease in the expertise dimension seen in three studies (present study, Kabakçı Yurdakul, 2011, andKaralar &Altan, 2016), and to increase the level in this dimension.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 82%

“…However, there was a significant difference according to branch, duration of work and education status. In the study of Karalar and Altan (2016), there was no significant difference between the pre-service teachers' TPACK competency perception scores, the design, the application and the ethics sub-dimensions scores according to gender, while significant difference was observed in favor of males in the expertise sub-dimension. In addition, while the pre-service teachers' TPACK competencies indicated a significant difference according to their computer usage levels and having an internet access, there was no significant difference in terms of having a smartphone.…”

Section: Introductionmentioning

confidence: 75%

“…There are several studies in the related literature aiming at measuring the level of technological pedagogical content knowledge of pre-or in-service teachers and examining the relationship between those levels and various variables (Akgün, 2013;Çoklar & Özbek, 2017;Çuhadar, Bülbül, & Ilgaz, 2013;Erdemir et al, 2009;Ersoy, Kabakçı Yurdakul, & Ceylan, 2016;Hacıömeroğlu, Şahin, & Arcagök, 2014;Kabakci Yurdakul & Coklar, 2014;Kabakçı Yurdakul, 2011Kabakci Yurdakul, Odabasi, Kilicer, Coklar, Birinci, & Kurt, 2012;Karakaya & Avgin, 2016;Karalar & Altan, 2016;Kiray, 2016;Kul, Aksu, & Birisci, 2019;Lau, 2019;Roussinos & Jimoyiannis, 2019;Şimşek, Demir, Bağçeci, & Kınay, 2013;Valtonen et al, 2019). In their study conducted with 325 pre-service teacher to determine their self confidence levels regarding technology use in education, Erdemir et al (2009) reported that the pre-service teachers did not consider themselves adequate in computer and internet use for educational purposes and prepare complex multipurpose teaching materials but to search for information and prepare simple materials.…”

Section: Introductionmentioning

confidence: 99%

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The Relationship between Pre-service Teachers’ Cognitive Flexibility Levels and Techno-pedagogical Education Competencies

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Çetin

2022

Int. J. of Cont. Edu. Res.

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Section: Discussion Conclusion and Recommendationssupporting

confidence: 89%

Section: Discussion Conclusion and Recommendationssupporting

confidence: 84%

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 82%

Section: Introductionmentioning

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Section: Introductionmentioning

confidence: 99%

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The Relationship between Pre-service Teachers’ Cognitive Flexibility Levels and Techno-pedagogical Education Competencies

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Examination of classroom teachers’ technological pedagogical content knowledge and teacher self-efficacy beliefs

KAŞCI

Selçuk

2021

Journal of Educational Technology and Online Learning

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This study aims to examine classroom teachers' technological pedagogical content knowledge and classroom teachers' self-efficacy beliefs. The research was conducted in the correlational research model, one of the general survey models. The sample of the research consisted of 1127 classroom teachers working in 150 primary schools affiliated with the Manisa Provincial Directorate of National Education in the 2020-2021 academic year. The research data were collected using online data collection tools consisting of three parts. "Technological Pedagogical Content Knowledge Scale for Classroom Teachers" and "Teacher Self-Efficacy Scale" were used as data collection tools. Descriptive statistics, ANOVA, Kruskal Wallis H Test and Pearson Correlation analyses were used in the analysis of the data. The results of the research showed that classroom teachers' technological pedagogical content knowledge and self-efficacy beliefs were at a high level. It was determined that the technological pedagogical content knowledge of classroom teachers showed statistically significant differences according to the variables of the duration of computer technology usage and the duration of mobile technology usage, and it was determined that there was no statistically significant difference in terms of gender and professional seniority variables. Teacher self-efficacy levels of classroom teachers showed a statistically significant difference in terms of professional seniority, duration of use of computer technologies and duration of mobile technologies, but there was no significant difference in terms of gender. Finally, with Pearson Correlation Analysis, it was concluded that there was a high level of a positive and significant relationship between classroom teachers' technological pedagogical content knowledge and teacher self-efficacy beliefs.

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Sinif Öğretmenleri̇ Ve Öğretmen Adaylarinin Teknoloji̇k Pedagoji̇k Alan Bi̇lgi̇leri̇ni̇n Çeşi̇tli̇ Deği̇şkenler Açisindan İncelenmesi̇

AÇIKGÖZ,

KÖSE

2023

Scientific Educational Studies

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Araştırma sınıf öğretmenleri ve öğretmen adaylarının teknolojik pedagojik alan bilgilerinin çeşitli değişkenler açısından incelenmesi amacıyla gerçekleştirilmiştir. Araştırmaya 2021-2022 Eğitim öğretim yılında Türkiye’nin çeşitli şehirlerinde görev yapan 212 sınıf öğretmeni ile iki üniversitede sınıf öğretmenliği 3. ve 4. sınıfta öğrenim gören 295 öğretmen adayı katılmıştır. Araştırmanın örneklem seçiminde zaman, emek ve ulaşılabilirlik açısından kolaylık sağladığı için amaçlı örnekleme yöntemlerinden uygun örnekleme yöntemi kullanılmıştır. Araştırmanın verileri kişisel bilgiler formu ve teknolojik pedagojik alan bilgisi ölçeği ile toplanmıştır. Veriler Jamovi 2.3.28 programı ile analiz edilmiştir. Analizde normallik testi ile çarpıklık basıklık katsayılarına bakılmış, normal dağılım göz önüne alınarak iki değişkenli durumlarda bağımsız t-testi, 3 ve daha fazla değişkenli durumlarda one way anova ve post hoc testleri aracılığıyla analizler gerçekleştirilmiştir. Verilerin analizi sonucunda TPAB’ın tüm alt boyutlarında mesleki deneyim değişkenine göre sınıf öğretmenlerinin benzer düzeyde oldukları görülmüştür. Sınıf öğretmenleri ve sınıf öğretmen adaylarının TPAB boyutlarından TB, AB, PB, TAB ve PAB alt boyutlarında benzer oldukları belirlenmiştir. Sınıf öğretmenlerinin TPAB alt boyutlarında cinsiyet değişkenine göre TB alt boyutunda erkek sınıf öğretmenlerinin kadınlardan daha iyi düzeyde oldukları diğer alt boyutlarda ise kadın ve erkek öğretmenlerin benzer olduğu belirlenmiştir. Benzer biçimde sınıf öğretmeni adaylarının TPAB alt boyutlarında cinsiyet değişkenine göre TB alt boyutunda erkek sınıf öğretmenlerinin kadınlardan daha iyi düzeyde oldukları diğer alt boyutlarda ise kadın ve erkek öğretmenlerin benzer olduğu belirlenmiştir. Sınıf öğretmeni adaylarının TPAB boyutlarında akademik ortalama değişkenine göre tüm alt boyutlarda da benzer düzeyde olduğu sonucuna ulaşılmıştır. Sınıf öğretmeni adaylarının TPAB alt boyutlarında sınıf düzeyi değişkenine göre TB alt boyutunda benzer düzeyde diğer boyutlarda ise 4. Sınıf öğretmen adaylarının daha iyi düzeyde oldukları belirlenmiştir.

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Examining Pre-Service Primary Education Teachers’ TPACK Competencies and Teacher SelfEfficacies

Cited by 6 publications

References 24 publications

The Relationship between Pre-service Teachers’ Cognitive Flexibility Levels and Techno-pedagogical Education Competencies

The Relationship between Pre-service Teachers’ Cognitive Flexibility Levels and Techno-pedagogical Education Competencies

Examination of classroom teachers’ technological pedagogical content knowledge and teacher self-efficacy beliefs

Sinif Öğretmenleri̇ Ve Öğretmen Adaylarinin Teknoloji̇k Pedagoji̇k Alan Bi̇lgi̇leri̇ni̇n Çeşi̇tli̇ Deği̇şkenler Açisindan İncelenmesi̇

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