The Relationship between Technological Pedagogical Content Knowledge and Web 2.0 Self-Efficacy Beliefs

The Associations Between Learning-Teaching Conceptions and Technological Pedagogical Content Knowledge: A Structural Equation Modeling Study

“…THEORETICAL RELATIONSHIPS BETWEEN TPACK AND LEARNING -TEACHING CONCEPTIONS Proposed as a framework on the inclusion of technology (Harris, Mishra & Koehler, 2009), TPACK is closely associated with technological skills (Kazu & Erten, 2011). Web 2 tools, excel, digital stories, communication technologies develop teachers' TPACK (Kul, Aksu & Birisci, 2019;Loong, 2014;Sancar-Tokmak, Sürmeli & Özgelen, 2014;Apeanti, 2016;Wright & Akgündüz, 2018). In fact, there are associations between TPACK and self-efficiency beliefs about technology or technology integration (Keser, Karaoğlan-Yılmaz & Yılmaz, 2015;Karakuş, 2018;Jaipal-Jamani et al, 2015;Kozikoğlu & Babacan, 2019).…”

“…In fact, there are associations between TPACK and self-efficiency beliefs about technology or technology integration (Keser, Karaoğlan-Yılmaz & Yılmaz, 2015;Karakuş, 2018;Jaipal-Jamani et al, 2015;Kozikoğlu & Babacan, 2019). For example, it is founded that student teachers improve technology, pedagogy, and content knowledge in a digital story-assisted course (Sancar-Tokmak, Sürmeli & Özgelen, 2014;Kul, Aksu & Birisci, 2019). A study investigating the association between technological and pedagogical knowledge showed that teachers' use of technology helps them develop their pedagogical designs and stimulate information-seeking behaviors (Kraglund-Gauthier & Moseley, 2019).…”

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

“…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.…”

Integrated of Technological Pedagogical and Content Knowledge (TPACK) for Pre-Service Science Teachers: Literature Review

“…Stakeholders, namely administrators, teachers, students, and families who have a significant interest in the incorporation of technology. Among these stakeholders, teachers have been given greater responsibility in using their teaching techniques to enhance student learning and higher-order thinking skills [2] Because of this, where a teacher is required to have diverse competencies, namely pedagogical competence, professional competence, personality competence, and social competence. Every teacher who will teach must pass a teacher competency test to find out how his abilities and determines the quality of a teacher.…”