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Bu çalışmanın amacı, ortaöğretim öğretmenlerinin teknoloji bileşenleri yönünden teknolojik pedagojik alan bilgisi özgüvenlerini belirlemektir. Farklı branşlardan 378 ortaöğretim öğretmeninin katılımcı olarak yer aldığı araştırmada, nicel yöntemlerden biri olan tarama çalışmasından yararlanılmıştır. Araştırmada veri toplama aracı olarak Teknolojik Pedagojik Alan Bilgisi Özgüven Ölçeği kullanılmıştır. Elde edilen veriler çoklu varyans analizi kullanılarak incelenmiştir. Öğretmenlerin teknolojik pedagojik alan bilgisi özgüvenleri ölçek genel ortalamalarına göre ele alındığında kendilerine “çokça” güvendikleri anlaşılmıştır. Ayrıca Teknolojik Pedagojik Alan Bilgisi Özgüven Ölçeğinin boyutları dikkate alınarak yapılan incelemede öğretmenlerin teknolojik pedagojik alan bilgisi, teknolojik pedagojik bilgi ve teknoloji bilgisi bileşenlerinde kendilerine “çokça”, teknolojik alan bilgisi bileşeninde ise “orta” düzeyde güvendikleri anlaşılmıştır. Öte yandan öğretmenlerin teknolojik pedagojik alan bilgisi özgüvenlerinin mezunu oldukları fakülte türü ve eğitim düzeylerine göre farklılık göstermediği görülmüştür. Ayrıca öğretmenlerin teknolojik pedagojik alan bilgisi özgüvenlerinin başta teknoloji bilgisi ve teknolojik pedagojik alan bilgisi olmak üzere çeşitli bileşenlerde; cinsiyetlerine, yaşlarına, hizmet sürelerine, branşlarına, görev yaptıkları okul türlerine, sahip oldukları teknolojik araç çeşitliliğine, derslerinde teknolojik araçları kullanma sıklıklarına, derslerinde kullandıkları teknolojik araç ve bilgisayar programı çeşitliliğine göre anlamlı farklılıklar gösterdiği anlaşılmıştır.
The aim of this study is to determine the self-confidence of high school teachers in the knowledge of the technological pedagogical field in terms of technological components. In the study that included 378 high school teachers from different branches as participants, one of the qualitative methods has been used by the scanning work. The research has used the Technology Pedagogical Field Information Self-Confidence Scale as a data collection tool. The data obtained was studied using multiple variance analysis. Teachers' knowledge of the technological pedagogical field and their self-confidence are understood that when dealt with according to the general average scale, they are "very" confident in themselves. In addition, the study, taking into account the dimensions of the self-confidence scale, found that teachers trust themselves in the knowledge of the technological pedagogical field, the knowledge of the technological pedagogical field and the knowledge of the technology in the components of the knowledge of the technological field and the knowledge of the technology in the components of the knowledge of the technology in the "mediate" level. On the other hand, the knowledge of the technological pedagogical field of teachers has shown that their self-confidence does not differ according to the type of faculty and the level of education they graduate. It is also understood that teachers' knowledge of the technological pedagogical field and their self-confidence have significant differences in various components, including knowledge of the technological field and knowledge of the technological pedagogical field; gender, age, service period, branches, kinds of schools in which they work, the variety of technological tools they own, the frequency of using technological tools in classes, the variety of technological tools they use in classes and the variety of computer programs.
This quantitative survey study aims to determine secondary education teachers' technological pedagogical content knowledge confidence in terms of technological components. 378 secondary education teachers from different branches participated in the study. Data were collected through the Technological Pedagogical Content Knowledge Confidence Survey, and analyzed using multivariate analysis of variance. The overall means of the teachers' technological pedagogical content knowledge confidence showed that they were "highly" self-confident. Regarding the dimensions of Technological Pedagogical Content Knowledge Confidence Survey, teachers were found to be "highly" self-confident in technological pedagogical content knowledge, technological pedagogical knowledge and technological knowledge; and "moderately" self-confident in technological content knowledge. Results also showed that teachers' technological pedagogical content knowledge confidence did not differ according to their faculty types and levels of education. However, teachers' technological pedagogical content knowledge confidence differed significantly dimensions such as technological knowledge and technological pedagogical content knowledge, according to their gender, age, length of service, branches, the types of the schools they worked at, the variety of the technological tools they had, their frequency of using technological tools, and the variety of technological tools and software they used in lessons.
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