Öğretmen Adaylarının Teknopedagojik Eğitim Yeterliklerinin Çeşitli Değişkenler Ve Öğretmen Öz Yeterlikleri Bağlamında İncelenmesi

Abstract

Teachers are expected to have content knowledge, pedagogical knowledge, and pedagogical content knowledge which is synthesis of two and to use these knowledge in the best way possible. In recent years a new era is added in to professional knowledge of teachers: Technological knowledge and Technological pedagogical content knowledge. The aim of this study is to determine the secondary teachers' sense of efficacy and technological pedagogical content knowledge (TPACK), to analyze them within the context of some variables and investigate the relationship between TPACK and sense of efficacy. The sample of study consists of 155 secondary preservice teachers who are last, next to the last and third year of their education in a university in Turkey. TPACK-deep scale and a teachers' sense of efficacy scale was used to collect data. As a result of the study, it is found that TPACK scores are not significant according to departments they attend but significant according to grade levels. TSES scores of participants are high but not significantly different according to departments and grade levels. Also, it is found that TPACK scores are a significant predictor of TSES scores.

The Change of Primary School Teachers’ Technological Pedagogic Content Knowledge Self-Confidence and Web 2.0 Self-Efficiencies for Science Course With In-Service Training

“…Eğitim sistemlerinin genel amacı zamanın ihtiyaçlarına cevap verebilecek insan yetiştirmektir (Sağlam- Kaya, 2019), bu bağlamda öğretmenler; günlük hayatında teknolojiyi aktif olarak kullanan öğrencilere öğretim yapmak durumundadır. Alanyazında Z kuşağı olarak isimlendirilen bu öğrencilerle eğitim-öğretim sürecini etkili ve verimli gerçekleştirmek için öğretmenlerin de teknolojik yeterliklerinin yüksek olması gerekmektedir (Meriç, 2014).…”