Abstract:

This study aims at identifing if there is a relationship between technological pedagogical content knowledge competiences of junior and senior prospective teachers studying at the faculty of education and their gender, age ranges and programs they are studying. The present study is conducted though survey model and 228 prospective teachers studying Primary Mathematics, Social Studies, Science and Turkish at Ziya Gökalp Faculty of Education, Dicle University. Schmidt’s (2009) Technological Pedagogical Content Knowledge Scale adapted to Turkish by Ozturk and Horzum (2011) is used to collect data. Mann Whitney U and Kruskal Wallish Tests are used to analyze the relationship between technological pedagogical content knowledge competiences of prospective teachers and gender, grade levels, age ranges and programs they are studying. Based on the data, it is found out that prospective teachers find themselves competent in pedagogical knowledge subdemension of the scale. However they are undecided whether they are competent in other subdemensions of the scale: Content Knowledge, Pedagogical Content Knowledge, Technology Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge and Technological Pedagogical Content Knowledge. What is more it is found out that senior prospective teachers find themselves more competent in Pedagogical Knowledge subdemension than junior prospective teachers.

Keywords: