Bilişim Teknolojileri Öğretmen Yeterliklerinin Değerlendirilmesi

Prospective Teachers’ STEM Awareness and Information Communication Technologies Usage Levels*

“…Male prospective teachers are more confident in using ICT than female prospective teachers. In similar studies, significant differences in favour of male prospective teachers have been found in the ICT attitudes, virtual communication, computer hardware and software usage sub-dimensions (Bakırcı and Günbatar, 2017), technology integration selfefficacy, technology knowledge dimension (Şimşek and Yazar, 2018), attitudes towards technology (Şen and Timur, 2018), information security knowledge levels (Gökmen and Akgün, 2014) views on information technology teacher competencies as well as technological practices and support competencies (Dursun and Saracaloğlu, 2017) of the prospective teachers. Similarly, it has been concluded in the studies conducted with teachers that there was a significant difference in teachers' self-efficacy perceptions of technology (Kartal, Temelli and Şahin, 2018), their technology acceptance levels (Sırakaya, 2019) and their educational technologies usage levels (Çelik and Demirtaş, 2019) in favour of male teachers.…”

“…It has been determined that the technology acceptance levels of teachers were moderate (Sırakaya, 2019), their level of competence in using educational technologies was high, and they had a moderate average in the integration of technology into teaching sub-dimension (Çelik and Demirtaş, 2019). In the study of Dursun and Saracaloğlu (2017), it has been determined that prospective teachers interested in information technology competencies of the teachers had medium-high level competencies in terms of technological applications and support competencies. In the study conducted by Yenice, Candarlı Arıkoz, Yavaşoğlu, and Alpak Tunç (2019), it has been concluded that prospective science teachers use ICT frequently in the sub dimensions of using ICT in scientific process, using knowledge, research and development, experimental design and application as well www.mojet.net as using scientific process skills and in the scientific process in general.…”

Öğretmenleri̇n Öğrenmeyi̇, Geli̇şi̇mi̇ İzleme Ve Değerlendi̇rme Yeterli̇kleri̇ne Yöneli̇k Önem Ve Özyeterli̇k Ölçekleri̇ni̇n Geli̇şti̇ri̇lmesi̇

“…Analiz sonucu elde edilen bazı uyum indeks değerleri ve genel kabul gören değerlendirme ölçütleri (Çokluk ve diğerleri, 2014;Tabachnick ve Fidell, 2015;Yılmaz ve Çelik, 2009) Tablo 3'te yer almaktadır. Döndürme sonrası işlemde maddelerin faktörlere verdiği yük ve içerdiği anlamlar doğrultusunda birinci boyuta (9., 15., 16., 17., 18., 19., 20., 21., 22., 23. ve 24. maddeler) "ölçme araçlarını planlama, geliştirme ve uygulama sürecine ilişkin yeterlikler", ikinci boyuta (1., 2., 3., 4., 5., 6., 7., 8., 10., 11., 12., 13. ve Alanyazın incelendiğinde çeşitli açılardan öğretmen özyeterliklerini ölçmeyi amaçlayan farklı ölçekler olduğu görülmektedir (Gibson ve Dembo, 1984;Teke ve Sözbilir, 2021;Keskin, Korkut ve Can, 2016;Karaca, 2018;Davran;2006;Dursun ve Saracaloğlu, 2017;İzci, 2005). Bilimin ölçüm demek olduğu düşünüldüğünde yanlış ölçümler yapmak elde edilen kanıtların ve sonuçların güvenilmez olmasına yol açacaktır (Cook ve Beckman, 2006).…”

Developing the Teacher Self-efficacy Scale in the Field of Mathematics Learning Disability

“…Korkut et al (2016) developed a five-factor acceptable scale in their studies to develop a teacher competence scale for students with learning disabilities. When the studies on teacher competence in different branches in the literature are examined, it is seen that Davran (2006) developed a four-factor Teacher Competence Scale and Dursun and Saracaloğlu (2017) developed a five-factor Information Technology Teacher Competence Scale.…”