Ferhat Karakaya, Sakine Serap Avgin


The aim of this study is to determine about the Technological Pedagogical Content Knowledge (TPACK) self confidence level of physics, chemistry, biology and science teachers and to analyze if the level of self–confidence changes according to gender, joining to a technological education before, branch, education level, worked institution and service period. Scanning method is used for the research. Working group of this research consists of 87 teachers from different institutions and branches. For data collection, “Technological Pedagogical Content Knowledge Self–Confidence Scale (TPACKSC), which is adapted to Turkish from original scale by Graham, Burgoyne, Cantrell, Smith & Harris (2009) and tested for validity and reliability by Timur & Yasar (2011), is preferred. As a result of the study, it is stated that teachers’ TPACK level is very high. On the other hand, it is seen that self-confidence level of teachers joined to research does not have a statically logical (p>0.05) difference according to their sex, worked institution, joining to a technological education before and they have a statistical logical (p<0.05) difference related with the branch, service period and education level.


Article visualizations:

Hit counter


technological pedagogical content knowledge (TPACK), science teacher, technology and pedagogy, self–confidence


Acikgul, K., & Aslaner, R. (2015). Investigation of TPACK confidence perception of prospective elementary mathematics teachers. Journal of Education Faculty, 17(1), 118-152.

Altun, T. (2013). Examination of classroom teachers’ technological pedagogical and content knowledge on the basis of their demographic profiles. Croatian Journal of Education, 15(2), 365-397.

Bal, M. S. and Karaemir, N. (2013). Revealing the self-confidence levels of social science teachers’ about Technological Pedagogical Content Knowledge (TPACK). Pamukkale University Education Faculty Magazine i, 34(11), 15-32.

Baran, E., & Canbazoğlu Bilici, S. (2015). A Review of the Research on Technological Pedagogical Content Knowledge: The Case of Turkey. H. U. Journal of Education, 30(1): 15-32.

Baran, E., Chuang, H. H., & Thompson, A. (2011). Tpack: An emerging research and development tool for teacher educators. Turkish Online Journal of Educational Technology, 10(4), 370-377.

Bursal, M. (2014). Nicel Yöntemler. Selçuk Beşir Demir (Ed.) Qualitative, Quantitive and Mixed Method Approaches.ı (s:155-182). Ankara: Eğiten Publishing.

Buyukozturk, Ş. Çakmak, E., Akgün, Ö., Karadeniz, Ş., Demirel, F., (2015) Scientific Research Techniques.. Improved 19th publishing., Pegem Akademi Bookstore.

Buyukozturk, Ş. (2009). Sosyal bilimler için veri analizi el kitabı. (10.Baskı). Ankara: Pegem Akademi.

Canbazoğlu Bilici, S., Yamak, H., Kavak, N., S., & Guzey, S. (2013) Technological pedagogical content knowledge self-efficacy scale (TPACK-SeS) for preservice science teachers: Construction, validation and reliability. Eurasian Journal of Education Research, 52, 37–60.

Canbazoğlu Bilici, S. (2012). Fen Bilgisi Öğretmen Adaylarının Teknolojik Pedagojik Alan Bilgisi ve Özyeterlikleri. Yayınlanmamış Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.

Carr, A. A., Jonassen, D. H., Litzinger, M. E., & Marra, R. M. (1998). Good ideas to foment educational revolution: The role of systematic change in advancing situated learning, constructivism, and feminist pedagogy. Educational Technology, 38(1), 5-14

Ciftci, S., Taşkaya, S. M. ve Alemdar, M. (2013). Class teachers’ points of views about FATIH project. Primary -online. 12(1), 227-240.

Demir, S. ve Bozkurt, A. (2011). Primary Maths Teachers’ points of views about teacher sufficiency on technology integration. Primary Online, 10(3), 850-860.

Doğan, M. (2010). Primary trainee teachers’ attitudes to and use of computer and technology in mathematics: The case of Turkey. Educational Research and Review, 5(11), 690-702.

Ferdig, R. E. (2006). Assessing technologies for teaching and learning: understanding the importance of technological pedagogical content knowledge. British Journal of Educational Technology, 37(5), 749–760.

Graham, C. R., Burgoyne, N., Cantrell, P., Smith, L., St. Clair, L., & Harris, R. (2009). TPACK Development in science teaching: measuring the TPACK confidence of inservice science teachers, techtrends, Special Issue on TPACK, 53(5), 70-79.

Kaya, Z., Özdemir, T. Y., Emre, İ & Kaya, O. N. (2011). Exploring preservice information technology teachers’ perception of self-efficacy in web-technological pedagogical content knowledge. 6th International Advanced Technologies Symposium (IATS’11), Elazığ.

Kayaduman, H., Sırakaya M. ve Seferoğlu S. (2011, February). Analyzing Fatih Project on Education in terms of Teacher Sufficiency Academic Science’ II-XIII. Academic Science Conference Announcements, Inonu University, Malatya.

Kereluik, K.; Mishra, P.; Koehler, Matthew. J., (2011), On learning to subvert signs: Literacy, Technology And The TPACK Framework, California Reader, 44(2), 12-18.

Koehler, M. J. & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. J. Educational Computing Research, 32(2) 131-152.

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

Koh, J.H.L.; Chai, C.S. ve Tsai, C.C. (2010). Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey. Journal of Computer Assisted Learning. 26(6), 563–573.

Koh, J.H.L., & Chai, C.S. (2011),. Modeling pre-service teachers. Technological pedagogical content knowledge (TPACK) perceptions: The influence of demographic factors and TPACK constructs. IN

Kula, A. (2015) Analysis of teacher candidates’ sufficiency in terms of Technological Pedagogical Field Information (TPFI): Bartın University Example The Journal of Academic Social Science 3(12), 395-412.

Mishra, P.; Koehler, M.., (2006), “Technological pedagogical content knowledge: a new framework for teacher knowledge”, Teachers college record, 108(6), 1017-1054.

Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509–523.

North, A. S., & Noyes, J. M. (2002). Gender influences on children's computer attitudes and cognitions. Computers in Human Behavior, 18(2), 135-150.

Ovez, F. T. D., & Akyuz, G. (2013). Primary maths teacher candidates’ technological pedagogical content knowledge modelling. Education and Science, 38(170).

Ozgen, K., Narlı, S., & Alkan, H. (2013). Maths teacher candidates’ technological and pedagogical content knowledge and analysis of perception of the frequency of using technology. Electronical Social Sciences Magazine, 44(44).

Ozturk, E. (2013). Class teacher candidates’ technological pedagogical content knowledge evaluation according to some variables. Usak University Social Sciences Magazine, 13, 223-238.

Ozturk, E. ve Horzum, M. B. (2011). Technological pedagogical context information scale’s adaptation to Turkish. Ahi Evran University Education Faculty Magazine, 12(3), 255-278.

Pamuk, S. Ülken, A. ve Dilek, N. Ş. (2012). Teacher candidates’ technology usage sufficiency’s evaluation from the frame of Technological Pedagogical Context Information Theoretical Perspective. Mustafa Kemal University Social Sciences Institute Magazinei, 9(17), 415-438.

Pamuk, S., Ergun, M. Cakir, R., Yilmaz, H. B., & Ayas, C. (2013). Exploring relationships among TPACK components and development of the TPACK instrument. Education and Information Technologies. Advance online publication. doi: 10.1007/s10639-013-9278-410.1007/s10639-013-9278-4.

Sancar Tokmak, H., Konokman, G. Y., & Yelken, T. Y. (2013). Analysis of Mersin University pre-school teacher candidates’ technological pedagogical content knowledge (tpack) self-confidence. Ahi Evran University Kirsehir Education Faculty Magazine, 14(1).

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(4), 4-14.

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.

Şahin, I. (2011). Development of survey of technological pedagogical and content knowledge (TPACK). Turkish Online Journal of Educational Technology,10(1), 97-105.

Timur, B., & Taşar, M. F. (2011). Technological Pedagogical Field Information Self Confidence Scale’s (TPFISCS) Adaptation to Turkish. Gaziantep University Social Sciences Magazine, 10(2), 839-856.

Wetzel, K., Foulger, T. S., & Williams, M.K. (Winter 2008-2009). The evolution of the required educational technology course. Journal of Computing in Teacher Education, 25 (2) 67-71.



  • There are currently no refbacks.

Copyright (c) 2018 Ferhat Karakaya, Sakine Serap Avgin

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2021. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).