Abstract:

The aim of this study was to determine the teachers' views on technological pedagogical content knowledge (TPACK) self-efficacy and the frequency of using ICT in education and to examine whether there is a differentiation in these views according to certain variables. In addition, the relationship between teachers' use of ICT and TPACK-ISTE self-efficacy in various processes is examined. The study which is carried out with a descriptive survey, causal comparison and correlational survey models includes 387 secondary and high school teachers as study sample. In the study, teachers consider themselves very competent especially in terms of content knowledge. TPACK-ISTE self-efficacy of vocational and technical teachers was significantly higher than that of the science and mathematics teachers. While teachers benefit from ICT tools less frequently in measurement and evaluation as well as in presenting the course subject; in terms of presenting the course subject, high school teachers use ICTs significantly more often than the secondary school teachers; those who did receive in-service training on the use of technology in education use ICTs significantly more often than those who did not receive it. It is seen from the study results that the variables such as preparing the lecture notes, presenting the course subject and doing study explain the TPACK-ISTE self-efficacy significantly.

Keywords: