The Effect of a Textbook Preparation Process Supported by Instructional Technology Tools on the TPACK Self-Confidence levels of Prospective Social Studies Teachers

Abstract

The aim of this study is to determine the effect of a textbook preparation process supported by instructional technology tools on the TPACK (Technological Pedagogical Content Knowledge) selfconfidence level of prospective Social Studies teachers. The research was carried out using a sequential descriptive design with a mixed method design. Quantitative data were collected before and after the implementation process and the qualitative data were collected after the implementation process. Quantitative data were collected by the Technological Pedagogical Content Knowledge (TPACK) Self-Confidence Scale; and qualitative data were collected by a metaphor form and a BLOB tree self-assessment form. Quantitative data were analyzed by a Paired Samples t-test and qualitative data were analyzed by content analysis. A total of 53 prospective Social Studies teachers, from a public university in Turkey, participated in the research. The results of the analyses showed there were statistically significant differences between pre-test and post-test scores in the levels of TPACK self confidence amongst prospective Social Studies teachers. The selfconfidence scores were in favor of the post-test. Furthermore, while prospective teachers have created negative metaphors about their TPACK self-confidence before the implementation process, they created more positive metaphors after the implementation process. According to the results of the BLOB tree self-assessment, it was revealed that the TPACK self-confidence levels increased amongst the prospective Social Studies teacher participant group.

The Effect of Digital Material Preparation Training on Technological Pedagogical Content Knowledge Self-Confidence of Pre-service Social Studies Teachers

“…A growing number of researchers suggest that teachers should be equipped with a well-developed technological pedagogical content knowledge (TPACK) so that they become capable of integrating appropriate technological tools in teaching (Cox & Graham, 2009). Literature review on TPACK revealed a wide range of studies conducted in different fields such as classroom training (Bayrak & Bayrak, 2021;Makawawa et al, 2021;Üredi & Ulum, 2020); preschool education (Hartati & Fahrurrozi, 2021); social studies education (Bal & Karademir, 2013;Hammond & Manfra, 2009;Knapp, 2017;Mutiani et al, 2021;Torun, 2020); Language Teaching (Adipat, 2021;Aisyah et al, 2021); Mathematics Teaching (Araujo-Filho & Gitirana, 2022;Dikkartın-Övez & Akyüz, 2013) and Science Teaching (Aktaş & Özmen, 2021;Bahriah & Yunita, 2019;Ramnarain et al, 2021). Although there are many studies on TPACK in different fields, the focus of this study is particularly on social studies teaching.…”

Chemistry Teachers' TPACK Competence: Teacher Perception and Lesson Plan Analysis

“…The survey results show that the PCK competency level of the chemistry teachers who were respondents in this study is in line with the results of the PCK component analysis in the lesson plans. Most research results show teacher confidence only in PCK, not TPACK [11]. PCK is considered a basic competency that must be possessed by a teacher [9].…”

“…Improperly carrying out these interactions or using irrelevant or inappropriate technology for this component can lead to several negative effects [21]. All teachers who wish to integrate technology into their subjects must understand TPACK [11], [23]. Formal training in computer software for chemistry education is required but is not currently offered in many programs [24].…”

“…Teachers must have other types of knowledge, namely content and pedagogical, and the ability to integrate these types of knowledge. All teachers who wish to integrate technology into their subjects must understand TPACK [11]. In addition, schools are required to equip students with the necessary technological competencies.…”

Item Analysis of the Rasch Model Items in the Final Semester Exam Indonesian Language Lesson

“…Measure value > 1 = very difficult item Item bias is a test condition that is unfair, inconsistent, and polluted by factors other than the ability factor to be tested. Items that are biased cause a test to be discriminatory or in favor of certain groups whose causes can be viewed from various aspects that have absolutely nothing to do with ability factors, such as gender, ethnicity, culture, region, and others (Osterlind, 1983;Torun, 2020). An item is called biased if it is found that individuals with certain characteristics are more advantageous in answering questions than individuals with other characteristics.…”