Abstract:

The purpose of this study was to investigate preservice mathematics teachers’ competency perceptions of technological pedagogical and content knowledge (TPACK) and their thoughts on the use of technology in education. To that end, the study utilized a mixed design, combining quantitative and qualitative data collection tools. The participants were 65 second-year students studying middle school mathematics teaching at a public university. Data for the quantitative part of the research was collected using the Technopedagogical Education Competency (TPACK-deep) Scale, while semi-structured interview questions were utilized to collect data for the qualitative part. As a result of the analysis, it was concluded that the preservice teachers had advanced TPACK competency perceptions and had rather positive views on the use of technology in education. The preservice teachers’ positive views on the use of technology were associated with their high level of TPACK competency perceptions. While the preservice teachers stated that integrating technology into education would bring advantages such as providing communication between teacher and student, being practical, enriching the course content, and being interesting for students, they also emphasized that this situation would increase the responsibilities of teachers.

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