Teknolojik Pedagojik Alan Bilgisi (TPAB) Kavramının Yakından İncelenmesi: İlköğretim Fen Bilgisi Öğretmen Adaylarının TPAB’ ının Modellemesi

Günbatar, Sevgi Aydın; Damar, Sevda Yerdelen; Boz, Yezdan

doi:10.17051/ilkonline.2017.330232

Cited by 6 publications

(4 citation statements)

References 34 publications

(51 reference statements)

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“…They tried to mix and match any teaching strategies with the technology they would use and vice versa to meet the desired teaching plan. However, Günbatar et al, (2017) support the fact found in this study that PK might have more relationship to TPK's increasing percentage as PK's percentage raising margin was higher (40%) than TK's percentage raising margin (20%). This finding was assumed to be correlated with PSTs' habit to think about the teaching strategy or method earlier before choosing technology to use for support, like what was said by Participant 5.…”

Section: Discussionsupporting

confidence: 89%

The Effect of Technology Based Instruction Lesson Plan on EFL Pre-Service Teachers’ TPACK Self-Efficacy

Muslimin

Mulminatien

Ivone

2022

WJEL

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This study aims at delving into the effect of applying TbI (Technology based Instruction) lesson plan to pre-service teachers’ (PSTs) Technological Pedagogical Content Knowledge (TPACK) self-efficacy in a microteaching course. TbI lesson plan was developed following Niess’s technology integration framework. The experimental research with pre-post measurements design was conducted in an English Department in a public university in West Nusa Tenggara, Indonesia. The data-gathering process was done by administering the TPACK self-efficacy questionnaire and conducting a semi-structured interview. The participants were 23 PSTs who joined a microteaching course where the researcher became the teacher. The quantitative data were analyzed statistically through SPSS 24 version and supported by the PSTs responses which were thematically analyzed. The results showed that the treatment affected positively to PSTs' self-efficacy which was later recommended to inhibit technological knowledge prior to other TPACK divisions to PSTs. This favorable effect was confirmed by six participants' post-interview comments, in which they claimed all of the benefits of using a TbI lesson plan to improve their microteaching performance and confidence to use technology for EFL teaching. Henceforth, this study implies the urgency to apply similar instruction to mediate challenges of technology integration in EFL teaching.

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Section: Discussionsupporting

confidence: 89%

The Effect of Technology Based Instruction Lesson Plan on EFL Pre-Service Teachers’ TPACK Self-Efficacy

Muslimin

Mulminatien

Ivone

2022

WJEL

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“…Numerous scales have been developed to measure TPACK self-efficacy of prospective teachers (Aydın-Gunbatar, Boz, & Yerdelen-Damar, 2017;Chai, Koh, Tsai, & Tan, 2011;Kabakci Yurdakul, Odabasi, Kilicer, Coklar, Birinci, & Kurt, 2012). Prospective teachers' TPACK self-efficacy measurement tools are about their availability to integrate technology in education.…”

Section: Technological Pedagogical Content Knowledge Modelmentioning

confidence: 99%

Examining the Self-Efficacy of Prospective Teachers in Technology Integration According to their Subject Areas: The Case of Turkey

Şimşek

Yazar

2019

CONT ED TECHNOLOGY

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The purpose of this study is to examine prospective teachers' TPACK self-efficacy and variables affecting their training to integrate technology in education according to their subject areas. The survey research, a quantitative research method, was used in the study. The sample of the study is composed of senior prospective teachers (n=3553) from 19 different departments of 18 state universities in Turkey. The departments were gathered into nine subject areas by taking into consideration the criteria of prospective teachers' subject areas. Mann-Whitney U and Kruskall-Wallis H tests were used for the comparisons of the groups. The results of the study show that TPACK is perceived differently according to the subject areas. Prospective teachers think that teacher educators do not sufficiently exhibit technology integration behaviors in their lessons and participants think that they somewhat have authentic experiences in using technology in education. While both scores of TPACK self-efficacy and variables affecting prospective teachers' training to integrate technology in education are higher in favor of Foreign Languages subject area; prospective teachers in Mathematics and Turkish language have lower scores than other subject areas in the study. As a result, the self-efficacy of prospective teachers' technology integration significantly differentiates.

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“…The knowledge domains in the TPACK model have a significant and positive correlation with self-efficacy beliefs about technology integration (Abbit, 2011b;Lee & Tsai, 2010). Therefore, it is important to reveal teachers' self-efficacy beliefs about TPACK (Lee & Tsai, 2010;Aydın-Günbatar, Boz, & Yerdelen-Damar, 2017).…”

Section: Figure 1 Components Of Tpack Structurementioning

confidence: 99%

Investigation of the Self-efficacy of the Teachers in Technological Pedagogical Content Knowledge and Their Use of Information and Communication Technologies

Şimşek

Sarsar

2019

WJE

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The aim of this study was to determine the teachers' views on technological pedagogical content knowledge (TPACK) self-efficacy and the frequency of using ICT in education and to examine whether there is a differentiation in these views according to certain variables. In addition, the relationship between teachers' use of ICT and TPACK-ISTE self-efficacy in various processes is examined. The study which is carried out with a descriptive survey, causal comparison and correlational survey models includes 387 secondary and high school teachers as study sample. In the study, teachers consider themselves very competent especially in terms of content knowledge. TPACK-ISTE self-efficacy of vocational and technical teachers was significantly higher than that of the science and mathematics teachers. While teachers benefit from ICT tools less frequently in measurement and evaluation as well as in presenting the course subject; in terms of presenting the course subject, high school teachers use ICTs significantly more often than the secondary school teachers; those who did receive in-service training on the use of technology in education use ICTs significantly more often than those who did not receive it. It is seen from the study results that the variables such as preparing the lecture notes, presenting the course subject and doing study explain the TPACK-ISTE self-efficacy significantly.

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Teknolojik Pedagojik Alan Bilgisi (TPAB) Kavramının Yakından İncelenmesi: İlköğretim Fen Bilgisi Öğretmen Adaylarının TPAB’ ının Modellemesi

Cited by 6 publications

References 34 publications

The Effect of Technology Based Instruction Lesson Plan on EFL Pre-Service Teachers’ TPACK Self-Efficacy

The Effect of Technology Based Instruction Lesson Plan on EFL Pre-Service Teachers’ TPACK Self-Efficacy

Examining the Self-Efficacy of Prospective Teachers in Technology Integration According to their Subject Areas: The Case of Turkey

Investigation of the Self-efficacy of the Teachers in Technological Pedagogical Content Knowledge and Their Use of Information and Communication Technologies

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