Abstract:

The main purpose of this study is to examine the Visual Arts-TPACK self-efficacy levels of Visual Arts teacher candidates who are studying in the third and fourth grades depending on their demographic characteristics. For this aim, descriptive model has been used in this study. The research was carried out by stratified sampling in the fall semester of 2017-2018. In this direction, taking into account Turkey's seven geographical regions, data were collected from 711 teacher candidates studying at 14 different universities. “VA-TPACK Self-Efficacy Scale" and "Personal Information Form" were used as data gathering tools. Parametric tests such as t-test for independent samples, ANOVA and Scheffe were used while the obtained data were analyzed. According to the results, it has been seen that VA-TPACK self-efficacy of visual arts teacher candidates are moderately and positively oriented. And also there is a significant difference in favour of male teacher candidates in technology knowledge (TK) dimension in terms of gender, but there are significant differences in favour of female teacher candidates in dimensions of pedagogical knowledge (PK), content knowledge (CK), technological pedagogical knowledge (TPK) and pedagogical content knowledge (CK). It has been determined that there is a significant difference in favour of fourth grade students in the self-efficacy levels of the general scale and the seven sub-dimensions in terms of the grade level. It has been seen that having computers affects the self-efficacy of the teacher candidates in terms of all sub-dimensions containing technology. When it is examined according to the workshop type; there is a significant difference in terms of TK, PK, TCK, PCK, TPACK dimensions and in terms of general scale.

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