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Bu araştırmanın amacı, ilköğretim matematik öğretmen adaylarının Teknolojik Pedagojik Alan Bilgisi (TPAB) yeterlilik düzeyleri ve TPAB öz-yeterlilik algı düzeyleri arasındaki ilişkileri belirlemektir. Araştırmada geometri konularından biri olan çokgenler konusu üzerinde durulmuştur ve öğretmen adaylarının Alan Bilgisi (AB), Pedagojik Alan Bilgisi (PAB), Teknolojik Alan Bilgisi (TAB) ve Teknolojik Pedagojik Alan Bilgisi (TPAB) düzeyleri incelenmiştir. Araştırmada korelasyonel araştırma yaklaşımı kullanılmıştır. Araştırmanın katılımcılarını Özel Öğretim Yöntemleri II dersini alan 88 ilköğretim matematik öğretmen adayı oluşturmuştur. Verilerin toplanması aşamasında öğretmen adaylarının AB, PAB, TAB, TPAB yeterlilik düzeylerinin belirlenmesi için Çokgenler Konusunda Çoktan Seçmeli Başarı Testi, Soru Formları, Ders Planı ve Katılımcı Raporu kullanılmıştır. Ayrıca öğretmen adaylarının TPAB öz-yeterlilik algı düzeylerinin belirlenmesi için Geometri Konusunda TPAB Ölçeği kullanılmıştır. Özetle araştırmada farklı veri kaynaklarından elde edilen sonuçlara göre, hem ön test hem de son test puanları için TPAB yeterlilik puanları ve öz-yeterlilik algı puanları arasında istatistiksel olarak anlamlı bir ilişki olmadığı belirlenmiştir.
The purpose of the study is to determine the relationships between the pre-service math teachers' TPACK efficacy and self-efficacy perception levels. In the study it was focused on the polygons one of the geometry subjects, and pre-service teachers' Content Knowledge (CK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), and Technological Pedagogical Content Knowledge (TPACK) levels were examined. Correlational research approach was used in the research. The participants composed of 88 pre-service teachers who were attended in Special Teaching Methods II course. In order to evaluate the pre-service teachers' CK, PCK, TCK, TPACK efficacy levels in the collection of data, Multiple Choice Achievement Test on Polygons, Question Forms, Lesson Plan Preparation Method and Participant Report were used. Also TPACK Regarding Geometry Instrument was used to evaluate pre-service teachers' TPACK self-efficacy levels. In conclusion according to the results obtained from different data sources in the study, for the TPACK efficacy scores and self-efficacy scores there is no statistically significant relationship for both pre-test and post-test.
The purpose of the study is to determine relationships between the pre-service math teachers’ TPACK efficacy and self-efficacy perception levels. In the study it was focused on the polygons one of the geometry subjects, and pre-service teachers’ Content Knowledge (CK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), and Technological Pedagogical Content Knowledge (TPACK) levels were examined. Correlational research approach was used in the research. The participants composed of 88 pre-service teachers who were attended in Special Teaching Methods II course. In order to evaluate the pre-service teachers’ CK, PCK, TCK, TPACK efficacy levels in the collection of data, Multiple Choice Achievement Test on Polygons, Question Forms, Lesson Plan Preparation Method and Participant Report were used. Also TPACK Regarding Geometry Instrument was used to evaluate pre-service teachers’ TPACK self-efficacy levels. In conclusion according to the results obtained from different data sources in the study, for the TPACK efficacy scores and self-efficacy scores there is no statistically significant relation for both pre-test and post-test.
Field : Eğitim Bilimleri
Journal Type : Ulusal
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