SELF-EFFICACY PERCEPTION LEVELS OF SCIENCE PRESERVISE TEACHERS' IN TECHNOPEDAGOGICAL KNOWLEDGE
A teacher is also required to have different qualifications except for field information to carry out his/her lessons effectively. These qualifications are explained in the frame of Pedagogical Content Knowledge (PCK) by Shulman (1986, 1987). However, in recent years teachers’ qualifications is not...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | DE EN FR TR |
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Fırat University
2019
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/96429fd1ef2b4de288731dbfd83299b9 |
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| Sumario: | A teacher is also required to have different qualifications except for field information to carry out his/her lessons effectively. These qualifications are explained in the frame of Pedagogical Content Knowledge (PCK) by Shulman (1986, 1987). However, in recent years teachers’ qualifications is not enough with Pedagogical Content Knowledge with the introduction of technology into our lives, information technology is also one of among those qualifications. Mishra and Kohler (2006) has re-conceptualized PCK as Technological Pedagogical Content Knowledge (TPACK) that is a framework integrating “technological knowledge” into Shulman’s (1986) concept of PCK. TPACK is a framework comprising of three type of knowledge; technological knowledge, pedagogical knowledge, subject matter knowledge (Koehler, Mishra ve Yahya, 2007; Mishra ve Koehler, 2006; Niess, 2005). The purpose of this study is to determine self-efficacy perception levels of preservice science teachers' technopedagogical knowledge competencies. For this purpose, preservice science teachers' technopedagogical knowledge competencies in terms of some demographic variables whether or not there are meaningful differentiantions, are investigated. The study constists of 144 participants who are students at third and senior classes of science and technology department of the Fırat university, faculty of education . The data of the research was collected by using "Technopedagogical Education Competency Scale". The data obtained was analyzed by using descriptive statistics, Independent Groups t Test. The results of the study reveal that the preservice science teachers find themselves fairly adequate in technopedagogical knowledge competency. Based on the findings obtained in the study, various practical suggestions were put forward for future research. |
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