INVESTIGATING STUDENT TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) LEVELS BASED ON SOME VARIABLES

Taner Altun, Salih Akyildiz

Abstract


This study investigates pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) levels based on different variables. A total of 609 final year student teachers who are trained in five different subject areas (elementary teaching, social science teaching, science teaching, mathematics, and Turkish Teaching) of an education faculty participated in the study. The study was carried out in the spring semester of the 2014-2015 academic year. An adapted Turkish version of the TPACK Scale was used as the data collection instrument. The data was analyzed using SPSS 20.0 software. An independent t-test, ANOVA, Mann Whitney-U, and Kruskal Wallis Tests for non-parametric data were used for statistical analysis. The results show, in the current state, participants have good levels of TPACK. It is also found that there are meaningful relationships and significant differences between some variables such as gender, program attended, having a personal computer and Internet connection, and sub-factors of the TPACK scale. It is suggested that more practical opportunities should be facilitated for pre-service teachers at education faculties to prepare them for 21st century schools. 

 

Article visualizations:

Hit counter

DOI

Keywords


student teachers, variables, TPACK

References


Akgün, F. (2013). Öğretmen adaylarının web pedagojik içerik bilgileri ve öğretmen öz-yeterlik algıları ile ilişkisi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 3(1).48-58.

Altun, T. (2002). Factors Influencing Teachers’ Change in Classroom Practice due to Introduction of Information and Communications Technology (ICT) in Turkey, Unpublished Ed.D. Thesis, School of Education, University of Nottingham, United Kingdom.

Altun, T. (2007). Information and Communications Technology (ICT) in Initial Teacher Education: What can Turkey learn from range of international perspectives? Turkish Journal of Science Education, 4 (2), 44-60.

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

Bahcekapili, T. (2011). Experiences of primary and ICT pre-service teachers’ collaboration in technology supported teaching processes (in Turkish). Unpublished Master’s Thesis, Institute of Natural Sciences, Karadeniz Technical University, Trabzon, Turkey.

Bilici, S. C. (2012). The Pre-Service Science Teachers’ Technological Pedagogical Content Knowledge and Their Self-Efficacy, Unpublished PhD Thesis, Instituteof Educational Science, Ankara.

Brush, T., Igoe, A., Brinkerhoff, J., Glazewski, K., Ku, H.Y., and Smith, C. (2001). Lessons from the Field: Integrating Technology into Preservice Teacher Education, Journal of Computing In Teacher Education, 17(4), 16-20.

Chai, C. S., Koh, J. H. L. & Tsai, C. C. (2010). Facilitating pre-service teachers’ development of technological, pedagogical, and content knowledge (TPACK). Educational Technology and Society, 13(4), 63–73.

Çoklar, A. N. (2014). Primary School pre-service teachers' technological pedagogical content knowledge competency in terms of gender and ICT use phase. Egitim ve Bilim, 39 (175), 319-330.

Ersoy, M., Yurdakul, I. K., & Ceylan, B. (2016). Investigating preservice teachers' TPACK competencies through the lenses of ICT skills: An experimental study. Egitim ve Bilim, 41(186), 119-135.

Ertmer, P. A. and Ottenbreit-Leftwich, A. T. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect, Journal of Research on Technology in Education, 42 (3), 255-284.

Esteve, J. M. (2000). ‘The Transformation of the Teacher’s Role at the End of the Twentieth Century: new challenges for the future’ Educational Review, Vol. 52. No. 2, pp. 197 –207.

Graham, C. R., Burgoyne, N., Cantrell, P., Smith, L., St. Clair, L. and Harris, R. (2009). TPACK Development in Science Teaching: Measuring the TPACK Confidence of In-service Science Teachers, TechTrends, 53(5), 70-79.

Groth, R., Spickler, D., Bergner, J. & Bardzell, M. (2009). A qualitative approach to assessing technological pedagogical content knowledge. Contemporary Issues in Technology and Teacher Education, 9(4), 392–411.

Gündoğmuş, N. (2013). Analysis of Relationship Between Technological Pedagogical and Content Knowledge and Learning Strategies of Teacher Candidates (In Turkish), Unpublished Master’s Thesis, Institute of Education, Necmettin Erbakan University, Konya, Turkey.

Helsper, E. and Eynon, R. (2010). Digital natives: where is the evidence? British Educational Research Journal, 36 (3),1-18.

Hofer, M. and Grandgenett, N. (2012). TPACK Development in Teacher Education: A Longitudinal Study of Pre-service Teachers in a Secondary M.A.Ed. Program, Journal of Research on Technology in Education, 45(1), 83-106.

Jang, S.Y. and Tsai, M. F. (2013). Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model, Australasian Journal of Educational Technology, 29(4), 566-580.

Jhurree, V. (2005).Technology integration in education in developing countries: Guidelines to policy makers, International Education Journal, 6(4), 467-483.

Karaca, F. (2015). An investigation of pre-service teachers’ technological pedagogical content knowledge based on a variety of characteristics. International Journal of Higher Education, 4(4), 128-136.

Karadeniz, Ş. & Vatanartıran, S. (2015). Primary School Teachers’ Technological Pedagogical Content Knowledge, Elementary Education Online, 14(3), 1017-1028.http://dx.doi.org/10.17051/io.2015.12578

Karakaya, F., & Yazici, M. (2017). Examination of technological pedagogical content knowledge (TPACK) self-efficacy for pre-service science teachers on material development. European Journal of Education Studies, 2(9), 252-270.

Karal, H. & Bahcekapili, T. (2010). Efficacy of teacher training programs to develop “technological pedagogical content knowledge” (in Turkish). Paper presented at International Educational Technology Conference (IETC), 26–28 April, Istanbul, Turkey.

Kaya, Z., Özdemir, T.Y., Emre, G. & Kaya, O.N. (2011). Exploring pre-service information technology teachers’ perception of self-efficacy in web-technological pedagogical content knowledge. 6th International Advanced Technologies Symposium (IATS’11), 16–18 May, Elazığ, Turkey.

Kocoglu, Z. (2009). Exploring the technological pedagogical content knowledge of preservice teachers in language education. Procedia Social and Behavioral Sciences 1, 2734–2737. Available online at: http://www.sciencedirect.com/science/article/pii/S187704280900487X Last accessed: 11.12.2015

Koh, J.H.L., Chai, C.S. & 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, 563–573.

Koh, J. H. L. and Divaharan, S. (2011). Developing pre-service teachers’ technology integration expertise through the TPACK-developing instructional model, Journal of Educational Computing Research, 44(1) 35-58

Koh, J. H. L. & Sing, C. C. (2011) Modeling pre-service teachers’ technological pedagogical content knowledge (TPACK) perceptions: The influence of demographic factors and TPACK constructs, Proceedings of Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Conference, Hobart, Australia,4-7 December, Available at: https://repository.nie.edu.sg/bitstream/10497/14126/3/Ascilite-2011-735_a.pdf Last accessed: 11.12.2015.

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

Kovács, T. & Sik-Lány, C. (2014). Language Learning with Multimedia – The Analysis of the Efficiency of Rosetta Stone Language Learning Program, Journal of Applied Multimedia, 1 (9), 11-27.

Kurt, G. (2012). Developing Technological Pedagogical Content Knowledge of Turkish pre-service teachers of English through a design study, Institue of Educational Sciences, Yeditepe University, İstanbul.

Lehiste, P. (2015). The impact of a professional development program on in-service teachers’ TPACK: a study from Estonia, Problems of Education in the 21st Century, 66, 8-28.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054.

Mouza, C., Karchmer-Klein, R., Nandakumar, R., Ozden, S. Y., & Hu, L. (2014). Investigating the impact of an integrated approach to the development of preservice teachers' technological pedagogical content knowledge (TPACK). Computers & Education, 71, 206-221.

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.

Niess, M.L., Lee, K., Suharwoto, G. & Sadri, P. (2006) Guiding inservice mathematics teachers in developing TPCK. Paper pesented at the American Education Research Association Annual Conference, San Francisco, CA

Öz, H. (2015). Assessing Pre-Service English as a Foreign Language Teachers' Technological Pedagogical Content Knowledge. International Education Studies, 8(5), 119-130.

Öztürk, E. (2013). Sınıf öğretmeni adaylarının teknolojik pedagojik alan bilgilerinin bazı değişkenler açısından değerlendirilmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 2013(13), 223-228.

Pamuk, S. (2012). Understanding preservice teachers' technology use through TPACK framework. Journal of Computer Assisted Learning, 28(5), 425-439.

Phillips, M. (2013). Investigating In-Service Teachers’ Workplace TPACK Development, Australian Educational Computing, 28 (2),

Polly, D. and Brantley-Dias, L. (2009). TPACK: Where do we go now?, TechTrends, 53 (5), 46-47.

Prensky, M. (2001). Digital Natives, Digital Immigrants: Part 1. On the Horizon, 9 (5), 1 - 6.

Sancar, H. T., Yanpar, T. Y., & Yavuz, G. K. (2013). Pre-service Teachers’ Perceptions on Development of Their IMD Competencies through TPACK-based Activities. Educational Technology & Society, 16 (2), 243–256.

Schmidt, D., Baran, E., Thompson A., Koehler, M. J., Mishra, P. and Shin, T. (2009). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Pre-service Teachers. Journal of Research on Technology in Education, 42(2), 123-149.

Schroer, W. J. (2015). Generations X,Y, Z and the Others - Cont'd, The Social Librarian, URL: http://www.socialmarketing.org/newsletter/features/generation3.htm (Last accessed: 04.12.2015)

Semiz, K. (2011). Pre-Service Physical Education Teachers’ Technological Pedagogical Content Knowledge, Technology Integration Self-Efficacy and Instructional Technology Outcome Expectations, Unpublished Master’s Thesis, The Graduate School of Social Sciences, Middle East Technical University, Ankara.

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

Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2013). Technological pedagogical content knowledge–a review of the literature. Journal of Computer Assisted Learning, 29(2), 109-121.




DOI: http://dx.doi.org/10.46827/ejes.v0i0.681

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Taner Altun, Salih Akyildiz

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

Copyright © 2015-2023. 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).