Teachers’ Technological Pedagogical Content Knowledge Self-Efficacies

Abstract

The aim of this study was to determine teachers' views on technological pedagogical content knowledge (TPACK), their self-efficacy, and whether these views changed according to sex, age, period of service, faculty graduated from, branch, access to the internet, the use of technology level, and access to in-service training which is oriented to the use of technology. Teachers' self-efficacies which are oriented to TPACK and its sub-dimensions known as technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK) and technological pedagogical knowledge (TPK) were determined to be at a high level. According to this study, teachers' self-efficacy perceptions on TK, CK, PCK, TCK and TPACK did not change according to sex while the self-efficacy perceptions on PK and TPK changed according to sex. It was concluded that the self-efficacy perceptions of female teachers in these dimensions were higher when compared to those of male teachers. According to the present study, teachers' self-efficacy at TK and PCK changed according to age and the period of service, while self-efficacy at CK, PK, TCK, TPK and TPACK did not change according to these variables. In addition, a significant difference was determined between teachers' self-efficacy perceptions on TK and TPK according to the faculty graduated from. It was detected that the self-efficacy levels of classroom teachers on CK, TPACK, PCK and TCK were higher when compared with those of branch teachers. It was also concluded from this study that teachers' self-efficacy perception of TPACK did not change according to the situation of access to internet in the school in which they held office and that their efficacy was adequate. Teachers who thought that their self-efficacy in the use of internet was sufficient had higher levels of self-efficacies in TK, TCK, TKP and TPACK compared with other teachers. According to the present study, the in-service training that teachers receive on how to use the internet has more positive effects on CK and PCK compared with their self-efficacy in other dimensions.

Technological Pedagogical and Content Knowledge (TPACK) of English Teachers in Pekanbaru, Riau, Indonesia

“…From the profile obtained age is one of reasons influencing teachers' competence in technology mastery. It is in line with Kazu and Erten's finding which shows that there is a significant relation between age and TK (Kazu and Erten, 2014). Generally, getting older makes teachers more unfamiliar with the use of various technologies.…”

An investigation of pre-service English teachers’ level of technopedagogical content knowledge

“…There are several studies which demonstrated that gender had no significant effect on the level of TPACK (Ünal Bozcan, 2010;İşigüzel, 2014;Kaya et al, 2011;Şimşek et al, 2013;Kula, 2015). However, a few studies which found that TPACK levels vary depending on gender also exist in the literature (Argon et al, 2015;Tuncer & Bahadır, 2016;Kazu & Erten, 2014). Considering this situation, it may be argued that an in-depth study should be undertaken on gender to clarify the relationship between gender and TPACK levels, and check the possible factors that lead to different results.…”

“…Some studies also showed that gender does not lead to a significant change in the level of TPACK (Ünal Bozcan, 2010;İşigüzel, 2014;Kaya, Özdemir, Emre, & Kaya, 2011;Kula, 2015). However, in the literature, there are a few studies which found that TPACK levels vary depending on gender (Argon et al, 2015;Tuncer & Bahadır, 2016;Kazu & Erten, 2014).…”

Examining music teachers self-confidence levels in using information and communication technologies for education based on measurable variables

“…Studies conducted on ICT have emphasized that both gender (Keser et al, 2015;Sezer, 2015), and experience (Kazu and Erten, 2014) are important factors for the development of self-confidence. Shashaani and Khalili (2001) reported that the rate of ICT use increases as selfconfidence levels increase.…”