Abstract:

The aim of this study is to study the belief of self-capacity as a result of the integration of field knowledge with technology of the teachers of science. In the study, both qualitative and qualitative research methods have been used. The research was carried out with 75 teachers of science who are working in the district of Kırşehir within the framework of the simple, unselected sample method. In the quantitative part of the study, the TPAB self-sufficiency scale was used, and in the qualitative part, the semi-configured conversation form was used. The SPSS program is used in the analysis of quantity data, while the imaging and content analysis is used in the analysis of quality data. The research has shown that the integration of technological innovations in the classroom and the development of the teachers’ self-capacity beliefs. However, the conclusion has been that the teaching technologies do not change depending on gender, but the TPAB self-capacity beliefs change in favor of men according to gender. It has been shown that the type of school graduated affects the perceptions of teaching technologies. Examples of the lack of knowledge of the teachers of science about TPAB. The technology and pedagogical field of knowledge are integrated. It is believed that these deficiencies can be removed by training in service. At the same time, many of our teachers have access to the internet in adapting to today’s technology, lack of infrastructure and hardware, lack of update, etc. They were difficult to find.