THE COMPRASSION OF PRESERVİCE ELEMENTARY AND MATHEMATİCS TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE

In this study, pedagogical content knowledge levels of preservice mathematics and elementary teachers is aimed to be compared in order to determine the effects of teachers’ changing role on the mathematics teaching activities in the renewed education system. In accordance with the aim of the study,...

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Autores principales:	Yasin SOYLU, Ömer ŞAHİN, Emrullah ERDEM, Kani BAŞIBÜYÜK, Burçin GÖKKURT, Tuğba NERGİZ
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2019
Materias:	preservice teacher pedagogical content knowledge mathematics teaching. Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/8f7a903d1b494abfa5d1286e406b6caa
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spelling	oai:doaj.org-article:8f7a903d1b494abfa5d1286e406b6caa2021-11-24T09:21:03ZTHE COMPRASSION OF PRESERVİCE ELEMENTARY AND MATHEMATİCS TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE2148-416310.9761/JASSS965https://doaj.org/article/8f7a903d1b494abfa5d1286e406b6caa2019-08-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=1461023810_36SoyluYasin-vd-693-713.pdf&key=26700https://doaj.org/toc/2148-4163In this study, pedagogical content knowledge levels of preservice mathematics and elementary teachers is aimed to be compared in order to determine the effects of teachers’ changing role on the mathematics teaching activities in the renewed education system. In accordance with the aim of the study, the comparative study design which is one of the non-experimental methods is used to compare the pedagogical content knowledge levels of preservice elemantary and mathematics teachers taking place in the sample. The participants of the study consists of 95 preservice mathematics and 87 preservice elementary teachers studying at the university located in the eastern part of Turkey in 2012-2013 academic year. The participants taking place in the study are selected with the purposeful sampling method which is one of the non-probability sample methods. As a data collection tool, the ‘’Mathematics Pedagogical Content Knowledge Testing’ consisting of 8 open-ended questions is used in order to determine the pedagogical content knowledge levels of preservice mathematics and elementary teachers in this study. The data acquired from the “MPCKT” are analyzed with the quantitative data analysis techniques. In order to compare the pedagogical content knowledge of preservice teachers, the independent-t test is used as one of the parametric hypothesis tests. Significance value is taken asYasin SOYLUÖmer ŞAHİNEmrullah ERDEMKani BAŞIBÜYÜKBurçin GÖKKURTTuğba NERGİZFırat Universityarticlepreservice teacherpedagogical content knowledgemathematics teaching.Social SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 6, Iss 19, Pp 693-713 (2019)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	preservice teacher pedagogical content knowledge mathematics teaching. Social Sciences H Social sciences (General) H1-99
spellingShingle	preservice teacher pedagogical content knowledge mathematics teaching. Social Sciences H Social sciences (General) H1-99 Yasin SOYLU Ömer ŞAHİN Emrullah ERDEM Kani BAŞIBÜYÜK Burçin GÖKKURT Tuğba NERGİZ THE COMPRASSION OF PRESERVİCE ELEMENTARY AND MATHEMATİCS TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE
description	In this study, pedagogical content knowledge levels of preservice mathematics and elementary teachers is aimed to be compared in order to determine the effects of teachers’ changing role on the mathematics teaching activities in the renewed education system. In accordance with the aim of the study, the comparative study design which is one of the non-experimental methods is used to compare the pedagogical content knowledge levels of preservice elemantary and mathematics teachers taking place in the sample. The participants of the study consists of 95 preservice mathematics and 87 preservice elementary teachers studying at the university located in the eastern part of Turkey in 2012-2013 academic year. The participants taking place in the study are selected with the purposeful sampling method which is one of the non-probability sample methods. As a data collection tool, the ‘’Mathematics Pedagogical Content Knowledge Testing’ consisting of 8 open-ended questions is used in order to determine the pedagogical content knowledge levels of preservice mathematics and elementary teachers in this study. The data acquired from the “MPCKT” are analyzed with the quantitative data analysis techniques. In order to compare the pedagogical content knowledge of preservice teachers, the independent-t test is used as one of the parametric hypothesis tests. Significance value is taken as
format	article
author	Yasin SOYLU Ömer ŞAHİN Emrullah ERDEM Kani BAŞIBÜYÜK Burçin GÖKKURT Tuğba NERGİZ
author_facet	Yasin SOYLU Ömer ŞAHİN Emrullah ERDEM Kani BAŞIBÜYÜK Burçin GÖKKURT Tuğba NERGİZ
author_sort	Yasin SOYLU
title	THE COMPRASSION OF PRESERVİCE ELEMENTARY AND MATHEMATİCS TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE
title_short	THE COMPRASSION OF PRESERVİCE ELEMENTARY AND MATHEMATİCS TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE
title_full	THE COMPRASSION OF PRESERVİCE ELEMENTARY AND MATHEMATİCS TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE
title_fullStr	THE COMPRASSION OF PRESERVİCE ELEMENTARY AND MATHEMATİCS TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE
title_full_unstemmed	THE COMPRASSION OF PRESERVİCE ELEMENTARY AND MATHEMATİCS TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE
title_sort	comprassion of preservi̇ce elementary and mathemati̇cs teachers’ pedagogical content knowledge
publisher	Fırat University
publishDate	2019
url	https://doaj.org/article/8f7a903d1b494abfa5d1286e406b6caa
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THE COMPRASSION OF PRESERVİCE ELEMENTARY AND MATHEMATİCS TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE

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