Social Studies Teacher Candidates’ Self-Efficacy Beliefs for Technological Pedagogical Content Knowledge (TPACK)

Adalar, Hayati

doi:10.7575/aiac.ijels.v.9n.3p.169

Cited by 5 publications

(5 citation statements)

References 33 publications

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“…In comparison with previous research results, these findings are in line with research by Rodríguez Moreno et al [19] and Mahmoudi et al [20], who show that formal training in educational technology makes a positive contribution to the development of TPACK. This is in line with the research findings of Adalar [21] and Akturk & Ozturk [22], which emphasize the importance of teacher self-efficacy as a determining factor in the development of TPACK.…”

Section: Discussion Of the Resultssupporting

confidence: 91%

TPACK competence of mathematics education students in designing constructivist learning

Hanifah,

Budayasa,

Sulaiman

et al. 2024

P Sci Edu

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The problem and the aim of the study. This study examines mathematics education students' TPACK (Technological Pedagogical Content Knowledge) and constructivist learning skills. The major issue is mathematical education students' ability to integrate technology, pedagogical expertise, and mathematical content knowledge in a constructivist learning setting. The study topics include how well students employ constructivist ideas in learning design, how technology supports mathematics learning, and what variables impact their TPACK abilities. By studying it more, this research may help enhance the mathematics education curriculum and teacher training to meet 21st-century education needs. Research methods. Qualitative case study research is used in this work. 23 students of the mathematics education program at Universitas Negeri Surabaya were selected. After observing students in constructivist mathematics learning design activities, in-depth interviews were conducted to understand better their views on TPACK and the constructivist approach, and their learning plans were analyzed. Students' TPACK abilities in constructivist learning will be assessed using thematic and triangulated data analysis. The research findings may help explain the problems and opportunities of constructing a mathematics education curriculum, particularly when merging TPACK and constructivist techniques. Results. The average TPACK competency of math education students is 78.4%, according to studies. According to the TPACK component analysis, students scored 85.2% on the Technology Knowledge Test (TK), 79.6% on the Pedagogical Knowledge Test (PK), and 75.8% on the Content Knowledge Test (CK). However, CK component proficiency varied, suggesting mathematical content knowledge should be improved. In-depth interviews showed that students with formal educational technology training or courses had higher TPACK ratings (M = 82.1%) than those without (M = 76.3%). These data show that formal education and training improve TPACK abilities. To optimize the constructivist method, the CK component must be improved. This research shows that technology integration and mathematics subject mastery are crucial to constructivist learning curricula and training programs for mathematics education students. Conclusion. The constructivist learning TPACK skills of mathematics education students are examined in this study. Students demonstrated technology integration, instructional competency, and mathematical topic knowledge with an average TPACK score of 78.4%. According to TPACK component analysis, pupils have good technical skills (TK) but varied mathematics topic knowledge. TPACK scores are higher for technology education students, demonstrating the role of formal learning in competency. These findings show that CK needs to include constructivism better. In conclusion, comprehensive training and mathematical content additions can improve students' TPACK skills, enabling constructivist technology usage. These insights may assist in improving mathematics curriculum and training.

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Section: Discussion Of the Resultssupporting

confidence: 91%

TPACK competence of mathematics education students in designing constructivist learning

Hanifah,

Budayasa,

Sulaiman

et al. 2024

P Sci Edu

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“…To measure educational success, educators must consider the use of technology in conjunction with pedagogy (Westbroek et al, 2019;Malik, et al, 2019;Susanto, et. al., 2020;Adalar, 2021). According to a survey of academic research on the possible dramatic impact of technology 4.0 on teacher education, technology integration can rethink the teaching role and retain the skills needed by educators as technology advances (Raman & Thannimalai, 2019;Teo., et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Impact of ICT integration on the development of vocational high school teacher TPACK in the digital age 4.0.

Istiningsih

2022

WJET

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To investigate the impact of the integration of information and communication technology (ICT) on the development of the Technological Pedagogical Content Knowledge (TPACK) framework for Vocational High School teachers in the Digital Era 4.0, this research will look at the integration of ICT. The evaluation of the Online Learning Implementation Plan (RPP) of the Computer and Network Engineering Department in the even semester of the 2020/2021 academic year revealed the impact of ICT on instructors' TPACK. The research design that was used was a qualitative case study. The study included 20 teacher participants from Private Vocational Schools who were majoring in Computer and Network Engineering in order to explore the influence of ICT adoption on their classrooms. Findings from this study reveal that integrating ICT into the TPACK framework, as measured by this research project, has a positive impact on teachers. Teachers are capable of resolving issues that arise during online learning activities and providing learning assessment values that are appropriate for their students' skills and learning performance. Schools must provide more effective and professionally targeted ICT support and training in order to improve teacher competence in order to educate vocational students for a digital future, as a result of these consequences. Considering the demands for the integration of ICT into the design of educational curricula in order to develop the TPACK abilities of teachers in the face of the digital revolution is something that the government can consider. Keywords: vocational, ICT, TPACK, secondary school, engineering, educational curricula.

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“…The findings for subcomponents were no different than those for total TPACK, with no gender difference. Although adding to the literature about the analysis of the sub-components (Adalar, 2021), we could conclude that as in most cases, there was also no gender difference in case of TPACK subcomponents in mathematics.…”

Section: Conclusion and Discussionmentioning

confidence: 73%

An Assessment of Pre-Service Mathematics Teachers’ Techno-Pedagogical Content Knowledge regarding Geometry

SARALAR-ARAS

Birgili

2022

IJPES

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Despite the significance of incorporating technology into geometry instruction, many teachers still find it difficult to teach geometry using technology. This study employed a techno- pedagogical content knowledge (TPACK) survey of 70 pre-service mathematics teachers (29 males, 41 females) from a public university. The goal was to determine which domains, if any, were open for development so that a course could be designed to meet these needs. The data was analysed thematically according to the TPACK sub-domains. The results showed that the pre-service teachers were confident in the areas of pedagogy knowledge, content knowledge, and pedagogical content knowledge (90% confidence) and open to improvement in the areas of technology, technological content, and technological pedagogy knowledge (70% confidence). As a result, we suggest creating a 14-week course to increase pre-service mathematics teachers' TPACK of these components in the hopes of bridging the knowledge gap identified in this study.

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Social Studies Teacher Candidates’ Self-Efficacy Beliefs for Technological Pedagogical Content Knowledge (TPACK)

Cited by 5 publications

References 33 publications

TPACK competence of mathematics education students in designing constructivist learning

TPACK competence of mathematics education students in designing constructivist learning

Impact of ICT integration on the development of vocational high school teacher TPACK in the digital age 4.0.

An Assessment of Pre-Service Mathematics Teachers’ Techno-Pedagogical Content Knowledge regarding Geometry

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