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Investigating the technological pedagogical content knowledge of preservice teachers

Yıl 2021, Cilt 5, Sayı 2, 111 - 125, 31.12.2021

Öz

This paper examined the profile of Turkish preservice science and elementary teachers in terms of their technological pedagogical content knowledge (TPACK). Moreover, the difference between TPACK of preservice teachers in terms of grade level, gender, Cumulative Grand Point Average (CGPA), participation in a technology-related course, and following a popular technology magazine were investigated. The Survey of Preservice Teachers' Knowledge of Teaching and Technology was administered to 202 preservice teachers of a state university in Turkey. The results indicated that the participants had above-average TPACK scores. In addition, the influence of grade level, gender, and CGPA on TPACK scores is not significantly different for preservice science teachers and preservice elementary teachers. On the other hand, the influence of participation in a technology-related course and following a popular technology magazine on TPACK scores is significantly different for both groups in favor of preservice elementary teachers. The results and implications were discussed.

Kaynakça

  • Aldunate, R., & Nussbaum, M. (2013). Teacher adoption of technology. Computers in Human Behavior, 29, 519-524.
  • Baran, E., Canbazoğlu Bilici, S., Albayrak Sari, A., & Tondeur, J. (2019). Investigating the impact of teacher education strategies on preservice teachers' TPACK. British Journal of Educational Technology, 50(1), 357-370.
  • Bozkurt, E. (2014). TPACK levels of physics and science teacher candidates: Problems and possible solutions. Asia-Pacific Forum on Science Learning and Teaching, 15(2), 1-22.
  • Cansiz, N. & Cansiz, M. (2019). Evaluating Turkish science curriculum with PISA scientific literacy framework. Turkish Journal of Education, 8(3), 217-236.
  • Cetin-Dindar, A., Boz, Y., Yıldıran Sonmez, D., & Demirci Celep, N. (2018). Development of pre-service chemistry teachers’ technological pedagogical content knowledge. Chemistry Education Research and Practice, 19(1), 167-183.
  • Çuhadar, C., Bülbül, T., & Ilgaz, G. (2013). Exploring of the relationship between individual innovativeness and techno-pedagogical education competencies of pre-service teachers. Elementary Education Online, 12(3), 797-807.
  • Doğan, M. (2012). Prospective Turkish primary teachers’ views about the use of computers in mathematics education. Journal of Mathematics Teacher Education, 15, 329–341.
  • Farrell, I. K. & Hamed, K. M. (2017). Examining the relationship between technological pedagogical content knowledge (TPACK) and student achievement utilizing the Florida value-added model. Journal of Research on Technology in Education, 49(3-4), 161–181.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. New York: McGraw-Hill Humanities/Social Sciences/Languages.
  • Gömleksiz, M. N., & Fidan, E. K. (2013). Self-efficacy perception levels of prospective classroom teachers toward technological pedagogical content knowledge. Inonu University Journal of the Faculty of Education, 14(1), 87-113.
  • Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education 41(4), 393–416.
  • Jang, S. J., & Tsai, M. F. (2012). Exploring the TPACK of Taiwanese elementary mathematics and science teachers with respect to use of interactive whiteboards. Computers and Education, 59, 327-338.
  • Kaleli Yılmaz, G. & Ergün, A. (2017). Mikro-öğretim yöntemi matematik öğretmeni adaylarının teknoloji kullanım düzeylerini nasıl değiştirmektedir? Bayburt Eğitim Fakültesi Dergisi, 12(24), 573-592.
  • Karaca, F. (2015). An investigation of preservice teachers’ technological pedagogical content knowledge based on a variety of characteristics. International Journal of Higher Education, 4(4), 128-136.
  • Karakaya, Ç. (2013). Fatih projesi kapsamında pilot okul olarak belirlenen ortaöğretim kurumlarında çalışan kimya öğretmenlerinin teknolojik pedagojik alan bilgisi yeterlilikleri. Yüksek lisans tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Kaya, Z. (2010). Fen ve teknoloji öğretmen adaylarının fotosentez ve hücresel solunum konusundaki teknolojik pedagojik alan bilgisinin (TPAB) araştırılması. Yüksek lisans tezi, Fırat Üniversitesi Fen Bilimleri Enstitüsü, Elazığ.
  • Koh, J. H. L., Chai, C. S. & Tsai, C. C. (2010). Examining the Technological Pedagogical Content Knowledge of Singapore preservice teachers with a Large-Scale Survey. Journal of Computer Assisted Learning, 26, 563-573.
  • Lai, T., & Lin, H. (2018). An investigation of the relationship of beliefs, values and technological pedagogical content knowledge among teachers. Technology, Pedagogy and Education, 27(4), 445-458.
  • Lau, W. W. F. (2018). Relationships between Pre-service Teachers’ Social Media Usage in Informal Settings and Technological Pedagogical Content Knowledge. EURASIA Journal of Mathematics, Science and Technology Education, 14(12), 1-12.
  • Lee M. H. & Tsai C. C. (2010) Exploring teachers’ perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38, 1–21.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teachers' knowledge. Teachers College Record, 108(6), 1017-1054.
  • Mutluoğlu, A., & Erdoğan, A. (2016). İlköğretim matematik öğretmelerinin öğretim stili tercihlerine göre teknolojik pedagojik alan bilgisi (TPAB) düzeylerinin incelenmesi. OPUS-Uluslararası Toplum Araştırmaları Dergisi, 6(10), 102-126.
  • Niess, M. L. (2005) Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509–523.
  • Öztürk, E. (2013). Sınıf öğretmeni adaylarının teknolojik pedagojik alan bilgilerinin bazı değişkenler açısından değerlendirilmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 13, 223-228.
  • Öztürk, E. & Horzum, M. B. (2011). Teknolojik pedagojik içerik bilgisi ölçeğinin Türkçeye uyarlaması. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 12(3), 255-278.
  • Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4–14.
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–22.
  • Şad, S. N., Açıkgül, K., & Delican, K. (2015). Senior pre-service teachers’ senses of efficacy on their technological pedagogical content knowledge (TPACK). Kuramsal Eğitimbilim Dergisi, 8(2), 204-235.
  • Tabachnick, B. G. &Fidell, L.S. (2012). Using multivariate statistics (6th edn). Boston: Pearson Education.
  • West, S. G., Finch, J. F., & Curran, P. J. (1995). Structural equation modeling: Concepts, issues and applications SAGE Publications. Thousand Oaks, CA.

Yıl 2021, Cilt 5, Sayı 2, 111 - 125, 31.12.2021

Öz

Kaynakça

  • Aldunate, R., & Nussbaum, M. (2013). Teacher adoption of technology. Computers in Human Behavior, 29, 519-524.
  • Baran, E., Canbazoğlu Bilici, S., Albayrak Sari, A., & Tondeur, J. (2019). Investigating the impact of teacher education strategies on preservice teachers' TPACK. British Journal of Educational Technology, 50(1), 357-370.
  • Bozkurt, E. (2014). TPACK levels of physics and science teacher candidates: Problems and possible solutions. Asia-Pacific Forum on Science Learning and Teaching, 15(2), 1-22.
  • Cansiz, N. & Cansiz, M. (2019). Evaluating Turkish science curriculum with PISA scientific literacy framework. Turkish Journal of Education, 8(3), 217-236.
  • Cetin-Dindar, A., Boz, Y., Yıldıran Sonmez, D., & Demirci Celep, N. (2018). Development of pre-service chemistry teachers’ technological pedagogical content knowledge. Chemistry Education Research and Practice, 19(1), 167-183.
  • Çuhadar, C., Bülbül, T., & Ilgaz, G. (2013). Exploring of the relationship between individual innovativeness and techno-pedagogical education competencies of pre-service teachers. Elementary Education Online, 12(3), 797-807.
  • Doğan, M. (2012). Prospective Turkish primary teachers’ views about the use of computers in mathematics education. Journal of Mathematics Teacher Education, 15, 329–341.
  • Farrell, I. K. & Hamed, K. M. (2017). Examining the relationship between technological pedagogical content knowledge (TPACK) and student achievement utilizing the Florida value-added model. Journal of Research on Technology in Education, 49(3-4), 161–181.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. New York: McGraw-Hill Humanities/Social Sciences/Languages.
  • Gömleksiz, M. N., & Fidan, E. K. (2013). Self-efficacy perception levels of prospective classroom teachers toward technological pedagogical content knowledge. Inonu University Journal of the Faculty of Education, 14(1), 87-113.
  • Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education 41(4), 393–416.
  • Jang, S. J., & Tsai, M. F. (2012). Exploring the TPACK of Taiwanese elementary mathematics and science teachers with respect to use of interactive whiteboards. Computers and Education, 59, 327-338.
  • Kaleli Yılmaz, G. & Ergün, A. (2017). Mikro-öğretim yöntemi matematik öğretmeni adaylarının teknoloji kullanım düzeylerini nasıl değiştirmektedir? Bayburt Eğitim Fakültesi Dergisi, 12(24), 573-592.
  • Karaca, F. (2015). An investigation of preservice teachers’ technological pedagogical content knowledge based on a variety of characteristics. International Journal of Higher Education, 4(4), 128-136.
  • Karakaya, Ç. (2013). Fatih projesi kapsamında pilot okul olarak belirlenen ortaöğretim kurumlarında çalışan kimya öğretmenlerinin teknolojik pedagojik alan bilgisi yeterlilikleri. Yüksek lisans tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Kaya, Z. (2010). Fen ve teknoloji öğretmen adaylarının fotosentez ve hücresel solunum konusundaki teknolojik pedagojik alan bilgisinin (TPAB) araştırılması. Yüksek lisans tezi, Fırat Üniversitesi Fen Bilimleri Enstitüsü, Elazığ.
  • Koh, J. H. L., Chai, C. S. & Tsai, C. C. (2010). Examining the Technological Pedagogical Content Knowledge of Singapore preservice teachers with a Large-Scale Survey. Journal of Computer Assisted Learning, 26, 563-573.
  • Lai, T., & Lin, H. (2018). An investigation of the relationship of beliefs, values and technological pedagogical content knowledge among teachers. Technology, Pedagogy and Education, 27(4), 445-458.
  • Lau, W. W. F. (2018). Relationships between Pre-service Teachers’ Social Media Usage in Informal Settings and Technological Pedagogical Content Knowledge. EURASIA Journal of Mathematics, Science and Technology Education, 14(12), 1-12.
  • Lee M. H. & Tsai C. C. (2010) Exploring teachers’ perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38, 1–21.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teachers' knowledge. Teachers College Record, 108(6), 1017-1054.
  • Mutluoğlu, A., & Erdoğan, A. (2016). İlköğretim matematik öğretmelerinin öğretim stili tercihlerine göre teknolojik pedagojik alan bilgisi (TPAB) düzeylerinin incelenmesi. OPUS-Uluslararası Toplum Araştırmaları Dergisi, 6(10), 102-126.
  • Niess, M. L. (2005) Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509–523.
  • Öztürk, E. (2013). Sınıf öğretmeni adaylarının teknolojik pedagojik alan bilgilerinin bazı değişkenler açısından değerlendirilmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 13, 223-228.
  • Öztürk, E. & Horzum, M. B. (2011). Teknolojik pedagojik içerik bilgisi ölçeğinin Türkçeye uyarlaması. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 12(3), 255-278.
  • Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4–14.
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–22.
  • Şad, S. N., Açıkgül, K., & Delican, K. (2015). Senior pre-service teachers’ senses of efficacy on their technological pedagogical content knowledge (TPACK). Kuramsal Eğitimbilim Dergisi, 8(2), 204-235.
  • Tabachnick, B. G. &Fidell, L.S. (2012). Using multivariate statistics (6th edn). Boston: Pearson Education.
  • West, S. G., Finch, J. F., & Curran, P. J. (1995). Structural equation modeling: Concepts, issues and applications SAGE Publications. Thousand Oaks, CA.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Bilimsel Disiplinler
Bölüm Research Articles
Yazarlar

Mustafa CANSIZ (Sorumlu Yazar)
Artvin Çoruh University, Faculty of Education
0000-0002-7157-2888
Türkiye

Yayımlanma Tarihi 31 Aralık 2021
Yayınlandığı Sayı Yıl 2021, Cilt 5, Sayı 2

Kaynak Göster

APA Cansız, M. (2021). Investigating the technological pedagogical content knowledge of preservice teachers . Studies in Educational Research and Development , 5 (2) , 111-125 . Retrieved from http://serd.artvin.edu.tr/tr/pub/issue/67360/644375

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