The analysis of the relationship between epistemological beliefs and TPACK education competence among pre-service teachers

Abstract

The purpose of the present research is defining TPACK education competence and epistemological beliefs of pre-service teachers, and presenting the relationship between TPACK education competence and epistemological belief. In accordance with this purpose, TPACK education competence scale and Epistemological Beliefs Questionnaire were conducted on 342 (222 female-65%, 120 male-35%) pre-service teachers studying senior year at Necmettin Erbakan University, Faculty of Education in 2012-2013 academic-year. According to the findings obtained from the present designed in quantitative method, pre-service teachers' epistemological belief scores are ranked as learning process-casting doubt on authority/expert knowledge, learning effort, innate/fixed ability, and certainty of knowledge. As for TPACK education competencies, preservice teachers perceive themselves as advanced level. Another finding is that, gender is not an effective variable in terms of epistemological beliefs and TPACK education competencies among pre-service teachers. For the correlations between TPACK education competencies and epistemological beliefs among pre-service teachers, only learning process and doubt on expert knowledge factors are positively correlated with TPACK competencies at medium level. From this perspective, it can be claimed that TPACK education competencies are higher among pre-service teachers who tend to believe that acquiring knowledge process is important in learning.Keywords: Epistemological Belief, TPACK, Pre-service Teachers. IntroductionAs the essential of life, technology has taken effect in education as in many other areas, and now technology is no longer a luxury. Technology use has become must especially with the policies on the Ministry of National Education (e-school, FATIH project, etc.). With the arrival of technology at schools, the expectations have increased from the teachers, who had to take part in this activity. The most important factor technology brought to this increase was the integration of technology. The integration of technology is defined as a process covering some variables, such as teaching program, teacher competencies and pedagogy (Tinio, 2003). For example, Kabadayi (2006) stated that the teachers tend to use mostly traditional teaching devices rather than high-techs.As the integration of technology to education has become more important in recent years, there has been a change from technology oriented ICT education approaches towards pedagogy-

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