Abstract:

The aim of this study is to determine classroom teacher candidates' technological pedagogical content knowledge. The research was based on the survey model and consists of 293 students in 2nd, 3rd, and 4th years of the department of classroom teaching, Faculty of Education, Sakarya University. Technological Pedagogical Content Knowledge Scale developed by Schmidt and others (2009) and adapted into Turkish by Öztürk and Horzum (2011) has been used to collect data for the study. T-test for independent groups has been applied in order to test whether there is a difference between prospective classroom teachers’ gender, type of education, technology training they have received or not, how competent they see themselves in the use of technology and their TPCK. It has been tested whether TPCK differs according to classroom teachers’ gender, type of education, technology training they have received or not. According to the findings, it has been seen that there is not a statistically significant difference between technological knowledge (TK), content knowledge (CK), pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK) and TPCK. As a last part of research, whether there is a difference between how competent prospective teachers see themselves in the use of technology and TPCK has been observed in this study. Accordingly, a statistically significant difference has been found between how competent they see themselves in the use of technology and TK, CK, PCK, TCK, TPK, TPCK.

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