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Bu çalışmada, sosyal bilgiler öğretmenlerinin teknopedagojik eğitim yeterliklerine ilişkin görüşleri belirlenmeye çalışılmıştır. Hem nicel hem nitel verilerin bir arada değerlendirildiği karma yöntemin kullanıldığı araştırmanın evrenini Afyonkarahisar merkeze bağlı ortaokullarda görev yapan 101 Sosyal Bilgiler öğretmeni oluşturmaktadır. Araştırma verileri Kabakçı-Yurdakul, ve arkadaşları (2012) tarafından geliştirilen Teknopedagojik Eğitim Yeterlikleri Ölçeği ve Görüşme Formu aracılığı ile toplanmıştır. Çalışmanın nicel verileri bir istatistik programı ile analiz edilmiştir. Nicel verilerin analizinde aritmetik ortalama, yüzde, frekans, bağımsız örneklemler için t-testi, tek yönlü varyans analizi kullanılmış, nitel veriler üzerinde ise içerik analizi yapılmıştır. Elde edilen sonuçlara göre Sosyal Bilgiler öğretmenlerinin teknopedagojik eğitim yeterliklerinin ileri düzeyde olduğu belirlenmiştir. Öğretmenlerin teknopedagojik eğitim yeterliklerinin cinsiyete ve yaşa göre anlamlı bir şekilde farklılaşmadığı görülmüştür. Öğretmenlerin teknopedagojik eğitim yeterliklerinin bilgisayar kullanım yeterliklerine ve bilgi teknolojileri eğitimi alma durumuna göre anlamlı bir şekilde farklılaştığı görülmüştür. Nitel sonuçlara dayanarak öğretmenlerin teknolojik, pedagojik ve içerik bilgisi bakımından kendilerini yeterli gördükleri, teknolojiyi etkin biçimde kullandıkları söylenebilir.
In this study, it was tried to determine the opinions of the teachers of social information on the technical and pedagogical training qualifications. The universe of research in which both quantitative and qualitative data are evaluated together is used by 101 Social Information teachers who work in the Afyonkarahisar center-related high schools. The research data was collected through the Technopedagogical Education Qualifications Scale and Interviewer Form developed by Kabakçı-Yurdakul, and its colleagues (2012). Quantitative data of the study was analyzed with a statistical program. In the analysis of quantum data, the arithmetic average, percentage, frequency, t-test for independent samples, one-way variance analysis was used, and content analysis was done on the quality data. According to the results obtained, social information teachers have been determined to have the advanced level of technical education skills. It has been shown that the teachers' techno-pedagogical training skills do not differ significantly according to gender and age. The teachers’ techopedagogical training skills have been shown to differ significantly according to the computer use skills and the information technology training status. Based on the quality results, teachers can say that they consider themselves sufficient in terms of technological, pedagogical and content knowledge, they use the technology effectively.
This study aims at revealing the views of the social studies teachers' on technopedagogical training competencies. It was designed as a mixed study in which both quantitative and qualitative data were collected. The participants of the study were 101 social studies teachers working at public secondary schools in Afyonkarahisar. The data were collected through the administration of the scale of technopedagogical education competetions and interview form developed by Kabakçı-Yurdakul et. al. (2012). The quantitative data of the study were analysed using a statistics program based on the descriptive statistics terms, including arithmetic mean, percentage, frequency, t-test for independent samples and one-way analysis of variance. The qualitative data were examined using the content analysis. The findings indicate that the participants have an advanced level of techno pedagogical education competencies. Their technopedagogical competencies are found not to vary based on the gender and age of the participants. However, it is also found that their technopedagogical competencies significantly vary depending on their competency of using computer and receiving information technologies education. The qualitative findings also indicate that the participants perceive themselves as competent in terms of technological, pedagogical and content knowledge and that they efficiently employ technology in the education process.
Field : Sosyal, Beşeri ve İdari Bilimler
Journal Type : Ulusal
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