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Öğretmen öz yeterliği, öğretmenlerin teknoloji entegrasyonu uygulamalarına katılma kararlarının duygusal doğasını ele alan bir yapı iken, teknolojik pedagojik alan bilgisi, öğretmenlerin teknoloji entegrasyonu uygulamalarına katılma kararlarının bilişsel doğasını ele alır. Öğretmen ya da öğretmen adaylarının sahip olduğu bilgi ve inançlar iç içe geçmiş ve ayrılmaz bir şekilde bağlantılı olduğundan, her ikisi de öğretmen bilgisinin temel unsurları olarak kabul edilir. Bu çerçevede öğretmen adaylarının öz yeterlik inançları ile teknolojik pedagojik alan bilgileri arasındaki karmaşık etkileşimin doğası incelenmiştir. Araştırmada nicel araştırma desenlerinden ilişkisel tarama modeli kullanılmıştır. Araştırma hedef evreni Orta Anadolu’da öğrenim görmekte olan öğretmen adaylarından, örneklemi ise hedef evren içerisinden basit seçkisiz olarak seçilen 205 öğretmen adayından oluşmaktadır. Verilerin elde edilmesinde teknolojik pedagojik alan bilgisi öz değerlendirme ve öğretmenlik mesleğine yönelik öz yeterlilik ölçekleri kullanılmıştır. Verilerin analizinde frekans, yüzde, mod, medyan, aritmetik ortalama, standart sapma ve hiyerarşik çoklu regresyon kullanılmıştır. Araştırma sonuçlarına göre öğretmen adaylarının TPAB, TAB, TPB ve PAB bileşenlerinin katılıyorum düzeyinde, öğretmen özyeterlik (öğrenci katılımında yeterlik, öğretim stratejilerinde yeterlik ve sınıf yönetiminde yeterlik) inançlarının ise biraz yeterli düzeyinde ortalama skorlara sahiptir. Öğretmen öz yeterlik alt boyutları blok olarak TPAB merkez bileşeni üzerinde yordama etkisi incelenmiş ve öğrenci katılımında yeterlik inançları ile TPAB bilgi alanı arasında pozitif orta büyüklükte bir ilişki vardır. TPAB’ın %12’sinin öğretmen öz yeterliği (öğrenci katılımda yeterlik) tarafından açıklanmıştır. Öğretmen öz yeterlik inançları (ÖKY, ÖSY ve SYY) ile türetilmiş TPAB bilgi alanları (TAB, TPB ve PAB) blok halinde TPAB değişkeninin %55,6’sı açıklanmaktadır. Benzer çalışmalar farklı bağlamlarda farklı değişkenler (inanç, tutumları) sürece dahil edilerek öğretmen ya da öğretmen adaylarının teknolojiyi kullanma niyetini etkileyen faktörler incelenebilir.
While the teacher's self-quality is a structure that deals with the emotional nature of the decisions of teachers to participate in the practices of technology integration, the knowledge of the technological pedagogical field deals with the cognitive nature of the decisions of teachers to participate in the practices of technology integration. Since the knowledge and beliefs that the teacher or teacher candidates possess are intrinsic and inseparably connected, both are considered to be the fundamental elements of the teacher knowledge. In this framework, the nature of the complex interaction between the beliefs of self-capacity of the teacher candidates and the knowledge of the technological pedagogical field has been studied. Relative scanning models from quantum research patterns have been used in the research. The research target universe consists of teachers candidates who are studying in Central Anadolu, and the sample consists of 205 teachers candidates who are simply selected without choice from the target universe. In obtaining data, the knowledge of the technological pedagogical field has been used for self-evaluation and self-qualification scales for the teaching profession. Data analysis used frequency, percentage, mode, median, arithmetic average, standard deviation and hierarchical multiple regression. According to the research results, the teacher candidates agree with the components of TPAB, TAB, TPB and PAB at the level, while the teacher has an average score at a slightly sufficient level of beliefs of self-sufficiency (sufficiency in student participation, skill in teaching strategies and skill in class management). The influence of the master’s self-quality on the TPAB central component as a block of subdimensions has been studied and there is a positive medium-sized relationship between the qualification beliefs in student participation and the TPAB field of knowledge. 12% of TPABs are explained by the teacher's self-qualification (qualification in student participation). TPAB fields (TABs, TPBs and PABs) derived by teachers' self-quality beliefs (ÖKY, ÖSY and SYY) are blocked by 55.6% of the TPAB variable. Similar studies can be included in different contexts through the process of different variables (reliance, attitudes) and the factors that influence the intention of teachers or teachers candidates to use the technology can be studied.
Teacher self-efficacy refers to the affective nature of teachers' decisions to participate in technology integration practices, as well as technological pedagogical content knowledge emphasizes the cognitive nature of teachers' decisions to participate in technology integration practices. Since the knowledge and beliefs held by the teacher or preservice teachers are intertwined and inextricably linked, both are considered essential components of teacher knowledge. This study examined the nature of the complex interaction between pre-service teachers' self-efficacy beliefs and their technological pedagogical content knowledge. The relational screening model, one of the quantitative research designs, was used in the research. The target population of the research was the preservice teachers studying in Central Anatolia, and the sample consisted of 205 pre-service teachers selected randomly from the target population. Technological Pedagogical Content Knowledge Self-Assessment Scale (TPACK-SAS) and The Teachers' Sense of Efficacy Scale (TSES) were used to obtain the data. Frequency, percentage, mode, median, arithmetic mean, and standard deviation were calculated, and hierarchical multiple regression was performed to analyze data. According to the results of the research, pre-service teachers' TPACK, TCK, TPK, and PCK components have average scores at the agree level, while their teacher-efficacy (efficacy in student participation, in teaching strategies, and in classroom management) beliefs have average scores at a slightly sufficient level. The predictive effects of teacher-efficacy sub-dimensions on the TPACK central component were examined as a block, and there was a positive medium relationship between efficacy beliefs in student participation and the central component TPACK. 12% of the variance in TPACK was explained by teacher efficacy (efficacy in student participation). Teacher-efficacy beliefs subdomains and derived knowledge domains (TCK, TPK, and PCK) explained 55.6% of the variance in the central component, TPACK. Similar studies can be performed in different contexts, and different variables (beliefs, attitudes) can be included in the process, and the factors affecting the intention of teachers or teacher candidates to use technology can be examined.
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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