A Meta-Analysis Study on the Investigation of the Technological Pedagogical Content Knowledge by Gender

Ergen, Binnur; Yelken, Tuğba Yanpar; Kanadlı, Sedat

doi:10.30935/cet.641755

Cited by 11 publications

(15 citation statements)

References 38 publications

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“…In addition, they indicated that throughout this process, they learned the significance of technology integration and the factors that need to be considered, that they have gained knowledge about how to meet the instructional needs of students and that these all improved their self-confidence. Therefore, it is essential to bring both pre-service teachers and teachers together with up-to-date instructional technologies because high TPACK self-confidence levels of teachers support their understanding of integrating technology into teaching processes (Ergen, 2021).…”

Section: Discussionmentioning

confidence: 99%

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

Kayaalp

Gökbulut

Meral

et al. 2022

Kuramsal Eğitimbilim

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This study examines whether digital material preparation training provided to pre-service teachers’ using instructional technologies affects their levels of Technological Pedagogical Content Knowledge (TPACK) Self-Confidence. The research is conducted using the Embedded Design, one of the Mixed Methods Research Designs. Study group consists of 24 pre-service social studies teachers. Data is collected using TPACK Self-Confidence Scale (TPACK-SCS) and Semi-Structured Questionnaire. Pre-service teachers are trained on different Web 2.0 tools throughout the implementation phase and thereafter were asked to prepare different digital materials specific to social studies. Quantitative data collected were analyzed using descriptive and predictive statistics. Content analysis of qualitative data was performed using MaxQda 2020 qualitative data analysis software. Research findings revealed a statistically significant difference between pre-test and post-test scores of pre-service teachers’ TPACK self-confidence levels. Pre-service teachers’ fear of failure, presumed failure and reluctance for being a part of the process turned into a perception of success and self-efficacy following the training and their learned helplessness disappeared. Teachers should be supported with a practice-based training that will allow to integrate technological, pedagogical and content knowledge for developing TPACK, as a comprehensive answer to 21st century teaching competencies.

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Section: Discussionmentioning

confidence: 99%

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

Kayaalp

Gökbulut

Meral

et al. 2022

Kuramsal Eğitimbilim

View full text Add to dashboard Cite

show abstract

“…According to the research available to the authors, most other studies report no differences related to gender (Schmid et al, 2021) or minor differences (Ergen et. al, 2019;Scherer, Sissiq and Teo, 2015), while in this study there are insufficient male students to determine a difference by gender, but a difference was determined according to students' selected study module.…”

Section: Discussionmentioning

confidence: 99%

“…When differences in TPACK in relation to gender are observed, research shows that either there are no differences related to gender (Schmid et. al., 2021), or that the differences are inor and inconsistent throughout the components of TPACK (Ergen et. al, 2019;Scherer, Siddiq, and Teo, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

The impact of the teacher education study program on the development of TPACK

Barišić

Nemet

2023

REI

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“…Gambaran pendidikan alaf depan bahawa zaman digital telah mula meresapi dunia pendidikan. Selain peranti dan sambungan internet, pengisian pedagogi menggunakan TPACK (Ergen et al, 2019) di dalam bilik darjah mampu memberikan asas serta pengetahuan penggunaan teknologi ICT kepada murid. Malahan jika pengajaran guru dan pembelajaran murid dipertingkatkan dalam persekitaran teknologi yang berkesan ia mampu memberikan manfaat yang sagat besar, terutamanya kepada pelajar yang mempunyai kemahiran literasi digital yang memanfaatkan sumber digital dan perisian pendidikan dengan baik (Mercado & Ibarra, 2019).…”

Section: Kajian Literaturunclassified

Efikasi Kendiri Guru sebagai Mediator antara Kepimpinan Transformasi dengan Pengurusan Pengintegrasian Teknologi

Paidal

Talip

Awang

2023

MJSSH

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Kajian ini bertujuan untuk menilai efikasi kendiri guru sebagai pengantara (mediator) dalam hubungan antara kepimpinan transformasi pengetua dan pengintegrasian ICT dalam kalangan guru sekolah menengah di negeri Sabah. Kajian kuantitatif ini melibatkan 497 responden dalam kalangan guru di negeri Sabah. Analisis menggunakan kaedah pemodelan persamaan berstruktur (SEM) dalam perisian IBM-SPSS-AMOS 28.0. Kajian ini mendapati efikasi kendiri menjadi pengantara (mediator) dalam hubungan antara kepimpinan transformasi dan pengintegrasian ICT dalam kalangan guru di negeri Sabah. Dapatan kajian juga mendapati kedua-dua laluan tidak langsung adalah signifikan manakala laluan langsung adalah tidak signifikan. Maka dapat disimpulkan bahawa jenis pengantaraan yang berlaku dalam model ini ialah pengantaraan penuh kerana kesan langsung adalah tidak signifikan. Dapatan kajian ini boleh memberi hala tuju yang lebih jelas kepada penggubal dasar dalam penambahbaikan sistem pendidikan kebangsaan.

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A Meta-Analysis Study on the Investigation of the Technological Pedagogical Content Knowledge by Gender

Cited by 11 publications

References 38 publications

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

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

The impact of the teacher education study program on the development of TPACK

Efikasi Kendiri Guru sebagai Mediator antara Kepimpinan Transformasi dengan Pengurusan Pengintegrasian Teknologi

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