Özet:

The aim of this study is to determine their perceptions and self-evaluations about the types of information that form the Technology Pedagogical Field Knowledge (TPAB) model in relation to how and how math teachers use technology in teaching. In this context, the teachers of mathematics have been attempted to describe the self-evaluation perceptions of the subdimensions of the TPAB model Technical Knowledge (TB), Pedagogical Knowledge (PB), Field Knowledge (EU), Pedagogical Field Knowledge (PAB), Technical Pedagogical Knowledge (TPB), Technical Field Knowledge (TAB) and Technical Pedagogical Field Knowledge (TPAB). The examples of the study consist of 151 mathematics teachers who work in 46 different schools in a district related to Kocaeli in the 2019-2020 educational year. As a data collection tool, the Technical Pedagogical Field Knowledge Self-Evaluation Scale (TPAB) was used. According to the research using the visual scan method, the mathematics teachers in all dimensions of TP, PB, EU, PAB, TPB, TAB and TPAB, which form the subdimensions of the TPAB-EDÖ scale, have achieved that they see themselves at a sufficient level. The PAB is the lowest size with the highest average, while TB is the lowest size with the lowest average.

Anahtar Kelimeler: