An Investigation of Technological Pedagogical and Content Knowledge (TPACK) Competencies of Pre-Service Visual Arts Teachers

Abstract

This study aimed to examine TPACK (Technology, Pedagogy and Content Knowledge) competencies of pre-service visual arts teachers. Based on the descriptive and comparative survey model, TPACK competencies of pre-service visual arts teachers were compared on variables of gender, year of study and academic achievement. The participants of the study were 253 pre-service teachers studying in department of visual arts in Education Faculties of Atatürk, Karadeniz Teknik, Mersin and Necmettin Erbakan Universities. TPACK Competencies Scale was used to collect research data. The findings showed that TPACK competencies of pre-service visual arts teachers were low in terms of technology knowledge, but high in content knowledge. In addition, their TPACK competencies vary based on gender, year of study and academic achievement.

An Investigation of Pre-service Music Teachers’ Attitudes towards Online Learning during the COVID-19 Pandemic

“…In the study, the participants' attitudes towards online learning were higher and more positive than their female peers. These findings are similar to the research findings of Kara (2021), Koyuncuoğlu (2021), Luoto and Varella (2021), and Sieverding and Koch (2009). The readiness for new technologies put into practice in the conditions of COVID-19 was determinant.…”

“…The participants' affective characteristics and attitudes towards online learning activities carried out during the COVID-19 pandemic revealed negative effects. In particular, the inadequacy of students' adaptability and affective input characteristics to compulsory online activities during this period were also similar to the findings of the studies in the literature (Johnson et al, 2021;Kara, 2021;Kibici & Sarıkaya, 2021;Tümen Akyıldız, 2020). When the students were asked about the online education provided by educational institutions during the COVID-19 pandemic, they stated they found the education below expectations.…”

Science Education Research within TPACK Framework at a Glance: A Bibliometric Analysis

“…The researchers in science education have utilized TPACK framework to -assess pre-and/or in-service science teacher's TPACK knowledge (e.g., Alrwaished, Alkandari, & Alhashem, 2017;Voithofer, et al, 2019;Koyuncuoğlu, 2021;Ramnarain, Pieters, & Wu, 2021), -examine pre-and in-service science teacher professional development (e.g., Irmak & Tüzün, 2018;Rochintaniawati et al, 2019;Chai, Rahmawati, & Jong, 2020;Juanda, Shidiq, & Nasrudin, 2021), -develop and validate TPACK instrument (e.g., Akman & Güven, 2015;Sahin, 2011;Valtonen et al, 2017;Wilujeng, Tadeko, & Dwandaru, 2020), -explore relationship between TPACK and other predictors (e.g., Kaleli, 2021;Kara, 2021;Lau, 2018;Wright & Akgunduz, 2018;Voithofer et al, 2019), -implement TPACK-related learning and investigate its effect (e.g., Dorfman et al, 2019;Oda, Herman & Hasan, 2019;Tanak, 2020;Pondee, Panjaburee & Srisawasdi, 2021), and -provide materials in supporting teacher education program (e.g., Alrwaished, Alkandari, & Alhashem, 2017;Baran et al, 2019;Walan, 2020).…”

Analysis of Digital and Technological Competencies of University Students

“…Parallel to these changes, changes are needed in educational institutions. This situation necessitates the regulation of educational institutions in a way that will adapt to changing and developing social, cultural, economic and technological conditions and requirements (Alharthi, 2020;Kara, 2021;Hartono & Ozturk, 2022;Kibici & Sarıkaya, 2021). Educational institutions will survive as long as they meet the needs of the society, and when they do not respond to the needs, they will either change or disappear and leave their place to a new one.…”