Technological Pedagogical Content Knowledge Competencies of Social Studies Teachers: The Case of the City of Karabuk

Turgut, Tuğba; Aydın, Fatih; Yiğit, Güzin Kantürk

doi:10.15345/iojes.2019.01.017

Cited by 3 publications

(4 citation statements)

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“…al. 2000;Ehmen, 2002;Tally, 2007;Bal & Kandemir, 2013;Akşin, 2014;Akman, 2014;Sheffield, 2015;Turgut, Aydın, Yigit, 2019). However, there is research to show that technology has not been sufficiently integrated into the Social Studies courses over the last two decades (Tally, 2007;Ehman, 2002).…”

Section: Rationale and Aim Of Studymentioning

confidence: 99%

“…In their study, they examined teachers using TPACK and found that teachers used more PCK than TPACK and it was suggested that this problem could be solved by increasing the using of technology in the classrooms (Koh & Chai, 2016). Turgut, Aydın, Yigit (2019) examined the TPACK competencies of Social Studies teachers. As a result of the study, it was determined that teachers considered themselves sufficient in all sub-dimensions of TPACK; however, findings from the interviews with teachers state the teachers had problems when using TPACK knowledge during the teaching process and needed in-service training (Turgut, Aydin, & Yigit, 2019).…”

Section: Rationale and Aim Of Studymentioning

confidence: 99%

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The Effect of a Textbook Preparation Process Supported by Instructional Technology Tools on the TPACK Self-Confidence levels of Prospective Social Studies Teachers

Torun¹

2020

Review of International Geographical Education Online

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The aim of this study is to determine the effect of a textbook preparation process supported by instructional technology tools on the TPACK (Technological Pedagogical Content Knowledge) selfconfidence level of prospective Social Studies teachers. The research was carried out using a sequential descriptive design with a mixed method design. Quantitative data were collected before and after the implementation process and the qualitative data were collected after the implementation process. Quantitative data were collected by the Technological Pedagogical Content Knowledge (TPACK) Self-Confidence Scale; and qualitative data were collected by a metaphor form and a BLOB tree self-assessment form. Quantitative data were analyzed by a Paired Samples t-test and qualitative data were analyzed by content analysis. A total of 53 prospective Social Studies teachers, from a public university in Turkey, participated in the research. The results of the analyses showed there were statistically significant differences between pre-test and post-test scores in the levels of TPACK self confidence amongst prospective Social Studies teachers. The selfconfidence scores were in favor of the post-test. Furthermore, while prospective teachers have created negative metaphors about their TPACK self-confidence before the implementation process, they created more positive metaphors after the implementation process. According to the results of the BLOB tree self-assessment, it was revealed that the TPACK self-confidence levels increased amongst the prospective Social Studies teacher participant group.

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Section: Rationale and Aim Of Studymentioning

confidence: 99%

Section: Rationale and Aim Of Studymentioning

confidence: 99%

The Effect of a Textbook Preparation Process Supported by Instructional Technology Tools on the TPACK Self-Confidence levels of Prospective Social Studies Teachers

Torun¹

2020

Review of International Geographical Education Online

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“…After the training situation; Car and Aydos (2022) concluded that there was no difference in our work parallel to the training situation in the study of technological pedagogical level of physical education teachers, and Turgut (2017) was no different in the study of technological pedagogical field knowledge competencies for teachers.…”

Section: Discussionmentioning

confidence: 65%

Investigating the Relationship Between Physical Education Teachers' Perceptions, Technological Knowledge and Classroom Management Profiles

Çar

Sural

Güler

2022

eqr

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Overcoming the technology barrier is critical to integrating technology and education. Emerging and changing technologies are rapidly impacting individuals' daily lives as well as their educational lives. The concept of technostress seems to be associated with technological pedagogical field knowledge and classroom management profiles. This study also aims to determine if there is a relationship between PE and physical education teachers' technostress levels, technological pedagogical knowledge, and classroom management profiles. 275 PE and physical education teachers working in Ankara province participated in the study. Data collection was done using the scale to determine teachers' technostres level, technological-pedagogical knowledge and class management profile. The levels of technostres and technological-pedagogical knowledge did not differ significantly by gender, educational status, sport type, place of graduation, age, professional seniority, and time of technology use of physical education teachers. When examining classroom management profiles, there were differences by gender, educational status, athletic department, and age group, but no significant differences between place of graduation, professional seniority, and time of technology use. When examining the class management profiles by gender variable, it was found that female teachers are on the peripatetic and ignorant profile compared to males, by educational level of graduates and in the scatter profile, those who are in the athletic department in the individual sports do not match those in the team sports department in the profile, and in the age group of 24-34 years old were highly rated by the class management profiles in the 35-44 years old category. As a result, it was found that there is an excellent level of significant relationship between the perception of technostars and class management profiles of physical education teachers, in a negative way, while there is a non-significant relationship between Tpba and technostars, with class management and Tpba being positive.

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“…In the research conducted by Yıldız ( 2017 The study conducted by Turgut (2017) found that social studies teachers' technological pedagogical content knowledge competencies were sufficient. Although teachers have the lowest technological knowledge among all the sub-dimensions of TPACK, pedagogy and content knowledge have been found to be high.…”

Section: Discussion and Conclusion Suggestionsmentioning

confidence: 99%

Beden Eğitimi ve Spor Öğretmenlerinin Teknopedagojik Eğitim Yeterlikleri İle Öz Yeterlikleri Arasındaki İlişki

Türkeli

2022

Akdeniz Spor Bilimleri Dergisi

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In this research it is aimed to determine the relationship between the technopedagogical competences and self-efficacy of physical education and sports teachers. The study group of the research consists of 106 physical education and sports teachers, 37 female and 69 male, working in the schools affiliated to Turkish Ministry of National Education. In addition, the average age of the study group is 33.27, and the average year of service is 10.8 years. In the collection of data “The Technological Pedagogical Content Knowledge (TPACK-deep) Scale” which was developed by Kabakçı Yurdakul, Odabaşı, Kılıçer, Çoklar, Birinci and Kurt (2012) and “Turkish version Of The teachers’ Sense Of Efficacy Scale (TTSES)” which was developed by Çapa, Çakıroğlu and Sarıkaya have been used. In this research, which was carried out to determine the relationship between physical education and sports teachers' self-efficacy and technopedagogical competence, the relational screening model was used. In the study, the relationship between teachers' self-efficacy and technopedagogical education competencies have been examined with Pearson Moments Product Correlation. Multiple linear regression analysis has been conducted to examine the effect of teachers' self-efficacy levels on technopedagogical competencies. As a result of the analysis, it has been determined that there is a high level relationship between the technopedagogical competences of physical education and sports teachers and the instructional strategies used in the classroom.

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Technological Pedagogical Content Knowledge Competencies of Social Studies Teachers: The Case of the City of Karabuk

Cited by 3 publications

References 0 publications

The Effect of a Textbook Preparation Process Supported by Instructional Technology Tools on the TPACK Self-Confidence levels of Prospective Social Studies Teachers

The Effect of a Textbook Preparation Process Supported by Instructional Technology Tools on the TPACK Self-Confidence levels of Prospective Social Studies Teachers

Investigating the Relationship Between Physical Education Teachers' Perceptions, Technological Knowledge and Classroom Management Profiles

Beden Eğitimi ve Spor Öğretmenlerinin Teknopedagojik Eğitim Yeterlikleri İle Öz Yeterlikleri Arasındaki İlişki

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