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Please use this identifier to cite or link to this item: http://hdl.handle.net/11129/4241

Title: A Survey of Pre-Service Teachers’ Perceived Technological Pedagogical Content Knowledge (TPACK)
Authors: Arkın, İsmail Erkan
Canay, Asena Tülay
Eastern Mediterranean University, Faculty of Engineering, Department of Information and Communication Technologies in Education
Keywords: Computer Education and Instructional Technologies Department
Information and Communication Technologies in Education
Pedagogical content knowledge
Educational technology - Study and teaching
Teachers - Training of - Eastern Mediterranean University - Cyprus, North
Instructional Materials - Technological Literacy - Pedagogical Content Knowledge
TPACK-SAS (Technological Pedagogical Content Knowledge Self-Assessment Survey), Technological Pedagogical Content Knowledge, pre-service teacher education, technology integration, Information and Communication Technologies
Issue Date: Sep-2018
Publisher: Eastern Mediterranean University (EMU) - Doğu Akdeniz Üniversitesi (DAÜ)
Citation: Canay, Asena Tülay. (2018). A Survey of Pre-Service Teachers’ Perceived Technological Pedagogical Content Knowledge (TPACK). Thesis (Ph.D.), Eastern Mediterranean University, Institute of Graduate Studies and Research, Dept. of of Information and Communication Technologies in Education, Famagusta: North Cyprus.
Abstract: ABSTRACT: This research set out to investigate a mixed group of pre-service teachers’ perceived pre-course and post-course TPACK development in Faculty of Education in Eastern Mediterranean University located in Turkish Republic of Northern Cyprus, and find out about the pre-service teacher educators’ views on TPACK. In this research, both qualitative and quantitative data were used. Quantitative data was collected at the beginning and at the end of the semester with a validated and reliable TPACK-SAS from 115 pre-service teachers taking the same material design and development course, BOTE218. Qualitative data was collected through interviews with eight pre-service teachers and four course instructors in order to support the results. The results revealed statistically significant differences in the participants’ perceived Technological Knowledge (TK), Content Knowledge (CK) and Technological Pedagogical Knowledge (TPK) scores between the pre- and post-course surveys. However, no statistically significant difference was observed in the other four subdomains namely Pedagogical Knowledge (PK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK) and Technological Pedagogical and Content Knowledge (TPACK). The results suggest that although the designed course contributed to the development of pre-service teachers’ general ICT knowledge and awareness of technology use for pedagogical purposes, more specific courses addressing a more comprehensive development of TPACK seem necessary for effective ICT integration into instruction. Keywords: TPACK-SAS (Technological Pedagogical Content Knowledge Self-Assessment Survey), Technological Pedagogical Content Knowledge, pre-service teacher education, technology integration, Information and Communication Technologies
ÖZ: Bu çalışma, Kuzey Kıbrıs Türk Cumhuriyeti’nde bulunan Doğu Akdeniz Üniversitesi, Eğitim Fakültesi’nde öğrenim görmekte olan öğretmen adaylarının ders öncesi ve sonrası edinilmiş Teknolojik Pedagojik Alan Bilgisi gelişimini ve dersi veren öğretim görevlilerinin Teknolojik Pedagojik Alan Bilgisi hakkında görüşlerini araştırmak amacıyla yürütülmüştür. Bu araştırmada, hem nicel hem de nitel veri kullanılmıştır. Nicel veri, BÖTE 218 materyal dizayn ve geliştirme dersini alan 115 hizmet öncesi adayından, 2017-2018 Bahar dönemi başında ve sonunda toplanmıştır. Nitel veri ise, nicel veri sonuçlarını desteklemek amacıyla, sekiz öğretmen adayı ve dört öğretim görevlisiyle yürütülen görüşmelerle toplanmıştır. Sonuçlar katılımcıların, dönem başı ve dönem sonu anket sonuçlarının arasında, Teknoloji Bilgisi (TB), Alan Bilgisi (AB) ve Teknolojik Pedagoji Bilgi (TPB) alt alanlarında istatistik olarak anlamlı farklılar olduğunu ortaya çıkarmıştır. Fakat diğer Pedagoji Bilgisi (PB), Teknolojik Alan Bilgisi (TAB), Pedagojik Alan Bilgisi (PAB) ve Teknolojik Pedagojik Alan Bilgisi (TPAB) dört alt alanda istatiksel olarak hiçbir anlamlı farklılık gözlenmemiştir. Sonuçlar, bu dersin, hizmet öncesi öğretmen adaylarına genel Bilgi ve İletişim Teknoloji gelişimi ve pedagojik amaçlı teknoloji farkındalığı bağlamında katkıda bulunmasına rağmen, daha kapsamlı TPAB gelişimine katkı sağlayan, özgül derslerin etkili bir BİT entegrasyonu için gerekli olduğunu ortaya koymuştur. Anahtar Kelimeler: TPAB-ÖDÖ (Teknolojik Pedagojik Alan Bilgisi-Özdeğerlendirme Ölçeği), Teknolojik Pedagojik Alan Bilgisi, hizmet öncesi öğretmen adayı eğitimi, teknoloji entegrasyonu, Bilgi ve İletişim Teknolojileri
Description: Master of Science in Information and Communication Technologies in Education. Thesis (M.S.)--Eastern Mediterranean University, Faculty of Education, Dept. of Computer Education and Instructional Technologies, 2018. Supervisor: Assist. Prof. Dr. İsmail Erkan Arkın.
URI: http://hdl.handle.net/11129/4241
Appears in Collections:Theses (Master's and Ph.D) – Education

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