Araştırma Makalesi
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İlköğretim Matematik Öğretmen Adaylarının TPAB Güven Algılarının İncelenmesi

Yıl 2015, Cilt: 17 Sayı: 1, 118 - 152, 23.07.2015
https://doi.org/10.17556/jef.04990

Öz

Bu çalışmanın amacı matematik öğretmen adaylarının Teknolojik Pedagojik Alan Bilgisi (TPAB) güven düzeylerini belirlemek ve güven düzeylerinin cinsiyet, sınıf düzeyi, bilgisayar sahibi olma, bilgisayar kullanma sıklığı, teknoloji kullanma düzeyi değişkenlerine göre farklılaşıp farklılaşmadığını incelemektir. Araştırma betimsel ve ilişkisel tarama modelleri ile desenlenmiştir. Araştırmanın çalışma grubu 527 ilköğretim matematik öğretmen adayından oluşmuştur (Kadın= 355, Erkek= 170 ve Kayıp veri= 2). Araştırmanın verileri “Teknolojik Pedagojik Alan Bilgisi Güven Ölçeği” ile toplanmıştır. Bu çalışmada, öğretmen adaylarının TPAB konusunda kendilerine “oldukça” güvendikleri belirlenmiştir. Bu çalışma aynı zamanda öğretmen adaylarının TPAB güvenlerinin cinsiyet ve sınıf düzeyi değişkenine gore değişmediğini göstermiştir. Bunun yanı sıra, öğretmen adaylarının TPAB güven düzeylerinin bilgisayar sahibi olma, bilgisayar kullanım sıklığı ve teknoloji kullanma düzeyi değişkenleri açısından anlamlı olarak değiştiği belirlenmiştir.

Kaynakça

  • Abbitt, J. T. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK)among preservice teachers. Journal of Digital Learning in Teacher Education, 27(4), 134-143.
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  • Alayyar, G., Fisser, P., & Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service science teachers: Support from blended learning. Australasian Journal Of Educational Technology, 28(8), 1298-1316.
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Investigation of TPACK Confidence Perception of Prospective Elementary Mathematics Teachers

Yıl 2015, Cilt: 17 Sayı: 1, 118 - 152, 23.07.2015
https://doi.org/10.17556/jef.04990

Öz

The aims of study were to determine prospective elementary mathematics teachers’ confidence perception regarding Technological Pedagogical Content Knowledge (TPACK) and to examine whether prospective teachers’ TPACK confidence differed with respect to gender, grade levels, computer related variables. This research was designed using descriptive and correlational survey model. The study group consisted of 527 prospective teachers. Data were collected through “TPACK Confidence Scale”. In the study it was found prospective teachers felt quite confident. This study showed that the prospective mathematics teachers’ TPACK confidence didn’t differ with regard to gender and grade levels and prospective teachers' confidence levels differed significantly between computer ownership, computer usage frequency and level of use of technology

Kaynakça

  • Abbitt, J. T. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK)among preservice teachers. Journal of Digital Learning in Teacher Education, 27(4), 134-143.
  • Abdi, H. (2010). Holm's sequential bonferroni procedure. In N. Salkind (Ed.), Encyclopedia of research design(pp. 1–8). Thousand Oaks, CA: Sage.
  • Agyei, D. D. & Voogt, J. (2011a). ICT use in the teaching of mathematics: Implications for Professional development of pre-service teachers in Ghana. Education and Information Technologies, 16(4), 423-439.
  • Agyei, D. D. & Voogt, J. (2011b). Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers’ use of technology. Computers & Education, 56(1), 91-100.
  • Agyei, D. and Voogt, J. (2012). Developing Technological Pedagogical Content Knowledge in preservice mathematics teachers through teacher design teams. Australasian journal of educational technology, 28 (4).
  • Akgün, F. (2013). Öğretmen adaylarının web pedagojik içerik bilgileri ve öğretmen öz yeterlik algıları ile ilişkisi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 48 -58.
  • Akın, A. (2007). Öz- güven ölçeğinin geliştirilmesi ve özellikleri. AİBÜ, Eğitim Fakültesi Dergisi, 7(2), 165-175.
  • Akkoyunlu B. ve Orhan F. (2003). Bilgisayar ve öğretim teknolojileri eğitimi (BÖTE) bölümü öğrencilerinin bilgisayar kullanma öz-yeterlik inancı ile demografik özellikleri arasındaki ilişki. The Turkish Online Journal of Educational Tecnology-TOJET, 2(3), 86-93.
  • Alagic, M., & Palenz, D. (2006). Teachers explore linear and exponential growth: Spreadsheets as cognitive tools. Journal of Technology and Teacher Education,14(3), 633–649.
  • Alayyar, G., Fisser, P., & Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service science teachers: Support from blended learning. Australasian Journal Of Educational Technology, 28(8), 1298-1316.
  • Albion, P.R. (1999). Self-efficacy beliefs as an ındicator of teachers' preparedness for teaching with technology. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 1999 (pp.1602-1608). Chesapeake, VA: AACE.
  • Albion, P. R. (2000). Interactive multimedia problem-based learning for enhancing preservice teachers' selfefficacy beliefs about teaching with computers: Design, development and evaluation. Unpublished PhD, University of Southern Queensland, Toowoomba.
  • Archambault, L., and Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States Contemporary Issues in Technology and Teacher Education, 9(1), 71-88.
  • Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPCK framework. Computers & Education, 55(4), 1656-1662.
  • Armstrong, Victoria., Barnes, Sally., Sutehrland, Rosamund., Curran, Sarah., Mills, Simon, & Thompson, Ian. (2005). Collaborative research methodology for investigating teaching and learning: the use of interactive whiteboard technology. Educational Review, 57(4), 457-469.
  • Baki, A., Kutluca, T. & Birgin, O. (2008). Matematik öğretmeni adaylarının bilgisayar destekli eğitime yönelik öz-yeterlik algılarının incelenmesi. VIII. International Educational Technology Conference Bildiriler Kitabı, 6–9 May, 77–81, Anadolu Üniversitesi, Eskişehir.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behaviour change. Psychological Review, 84, 191-215.
  • Baran, E., Chuang, H.H. & Thompson, A. (2011). TPACK: An emerging research and development tool for teacher educators. Turkish Online Journal of Educational Technology - TOJET, 10(4), 370-377.
  • Bingimlas, K. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 235-245.
  • Bozkurt,A., & Cilavdaroğlu, A.K.(2011). Matematik ve Sınıf Öğretmenlerinin Teknolojiyi Kullanma ve Derslerine Teknolojiyi Entegre Etme Algıları. Kastamonu Eğitim Dergisi, 19(3), 859-870.
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  • Hicks, T. (2006). Expanding the conversation: A commentary toward revision of Swenson, Rozema, Young, McGrail, and Whitin. Contemporary Issues in Technology and Teacher Education, 6(1), 46-55.
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  • Jang, S.J., & Tsai, M.F. (2012). Exploring the TPACK of Taiwanese elementary mathematics and science teachers with respect to use of interactive whiteboards. Computers & Education, 59(2), 327- 338.
  • Karal, H. & Berigel, M. (2006). Yabancı Dil Eğitim Ortamlarının Bilişim ve İletişim Teknolojileri (BİT) Kullanarak Zenginleştirilmesi. http://inet-tr.org.tr/ inetconf11/bildiri/56.doc. 11.12.2007 tarihinde alınmıştır.
  • Kaya Z., Emre, İ. ve Kaya, O. N. (2010). Sınıf öğretmeni adaylarının teknolojik pedagojik alan bilgisi (TPAB) açısından öz güven seviyelerinin belirlenmesi. 9. Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumu, 20-22 Mayıs, Fırat Üniversitesi, Elazığ.
  • Kaya, Z., Özdemir,T. Y., Emre,G., Kaya, O. N.(2011). Bilişim teknolojileri öğretmen adaylarının teknolojik pedagojik alan bilgisi öz yeterlik seviyelerinin belirlenmesi. International Computer & Instructional Technologies Symposium, 22-24September,Fırat University, ELAZIĞ.
  • Kazu İ. Y. ve Erten P. (2011). Sınıf öğretmeni adaylarının web pedagojik içerik bilgisine ilişkin görüşleri. 10. Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumu, 5 7 Mayıs, Sivas.
  • Kitchenham B. and Pfleeger S. L. (2002). Principles of survey research part 5: Populations and samples. Software Engineering Notes, 27(5), 17 20.
  • Koehler, M. J., Mishra, P., Hershey, K., & Peruski, L. (2004). With a little help from your students: A new model for faculty development and online course design. Journal of Technology and Teacher Education, 12(1), 25-55.
  • Koehler, M. J., Mishra, P., & Yahya, K. (2004). Content, pedagogy, and technology: Testing a model of technology integration. Paper presented at the annual meeting of the American Educational Research Association, April 2004, San Diego.
  • Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131-152.
  • Koehler, M.J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy, & technology. Computers and Education, 49(3), 740 762.
  • Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. AACTE Committee on Innovation and Technology (Ed.), The handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
  • Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2010). Examining the technology pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey. Journal of Computer Assisted Learning, 26(6), 563-573.
  • Koh, J.H.L and Sing, C.C. (2011) Modeling pre-service teachers’ technological pedagogical content knowledge (TPACK) perceptions: The influence of demographic factors and TPACK constructs. In Proceedings of ASCILITE Australian Society for Computers in Learning in Tertiary Education Annual Conference, 4-7 December, Australia (pp. 735-746).
  • Lee, M. H., & Tsai, C. C. (2010). Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the world wide web. Instructional Science, 38, 1–21.
  • Lenth, R.V. (2001). Some practical guidelines for effective sample-size determination. The American Statistician, 55(3),187-193.
  • Mahmoud, M.M. and Kamel, M.M.(2010). Using exploratory factor analysis model (EFA) for determination the main factors of train’s accidents in egypt (applıed study). Applied Mathematical Sciences, 4(38): 1883 – 1897. Menard, S. (2002). Applied logistic regression analysis. Thousand Oaks, CA: Sage.
  • Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  • Mutluoğlu, A. ve Erdoğan, A. (2012). İlköğretim Matematik Öğretmenlerinin Tpab Düzeylerinin Farklı Değişkenler Açısından İncelenmesi. 6th International Computer and Instructional Technologies Symposium, 4th - 6th Octaber, Gaziantep University, Gaziantep.
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  • Niess, M.L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509-523.
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  • Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: Results from a worldwide educational assessment. Computers and Education, 37, 163-178.
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  • Sancar Tokmak, H., Yavuz Konokman, G. ve Yanpar Yelken, T. (2013). Mersin Üniversitesi okul öncesi öğretmen adaylarının teknolojik pedagojik alan bilgisi (TPAB) özgüven algılarının incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 14(1), 35-51.
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  • Timur, B. ve Taşar, M.F. (2011). Teknolojik Pedagojik Alan Bilgisi Öz Güven Ölçeğinin (TPABÖGÖ) Türkçe’ye Uyarlanması. Gaziantep Üniversitesi Sosyal Bilimleri Dergisi, 10(2):839 -856
  • Trigwell, K., Prosser, M., & Waterhouse, F. (1999). Relations between teachers’ approaches to teaching and students’ approaches to learning. Higher Education, 37, 57-70.
  • Tsai, C.C. (2008) The preferences toward constructivist Internet-based learning environments among university students in Taiwan. Computers in Human Behavior, 24,16–21.
  • Williams, D., Coles, L., Wilson, K., Richardson, A., & Tuson, J. (2000). Teachers and ICT: Current use and future needs. British Journal of Educational Technology, 31(4), 307-320.
  • Yavuz Konokman, G, Yanpar Yelken, T. ve Sancar Tokmak, H. (2013). Sınıf öğretmeni adaylarının TPAB’lerine ilişkin algılarının çeşitli değişkenlere göre incelenmesi: Mersin üniversitesi örneği. Kastamonu Eğitim Dergisi, 21(2), 665-684.
  • Yurdakul Kabakçı, I. (2011). Öğretmen adaylarının teknopedagojik eğitim yeterliklerinin bilgi ve iletişim teknolojilerini kullanımları açısından incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), 40, 397-408.
  • Yurdakul Kabakçı, I. , Odabasi, H. F., Kilicer, K., Coklar, A. N., Birinci, G., & Kurt, A. A. (2012). The development, validity and reliability of TPACK deep: A technological pedagogical content knowledge scale. Computers & Education, 58(3), 964–977.
Toplam 91 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Kübra Açıkgül

Recep Aslaner

Yayımlanma Tarihi 23 Temmuz 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 17 Sayı: 1

Kaynak Göster

APA Açıkgül, K., & Aslaner, R. (2015). İlköğretim Matematik Öğretmen Adaylarının TPAB Güven Algılarının İncelenmesi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 118-152. https://doi.org/10.17556/jef.04990

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