Pre-Service Teachers’ Perceptions toward the Use of ICT: The SQD Scale

Year 2024, Volume: 14 Issue: 2, 62 - 72, 27.12.2024

Ahmet Önal

https://doi.org/10.17984/adyuebd.1416937

Abstract

The role of technology in the field of education continues to grow and the widespread adoption of online education in recent years has secured the importance attached to Information and Communication Technologies (ICT). In line with this, the current study aims to unveil pre-service teachers’ perceptions of how well their teacher training programs prepare them for effective ICT utilization and the level of support they receive from their teacher training programs as to effective ICT use by employing the synthesis of qualitative evidence (SQD) scale. With this aim in mind, the study adopts a convergent-parallel mixed methods design and the data have been garnered from a total of 191 pre-service English language teachers studying at 9 different teacher training programs across Türkiye. The analyses of the quantitative and qualitative data indicate that a majority of pre-service teachers think that the level of support they receive from their teacher training programs in terms of effective ICT use is not satisfactory. The perceptions of the participants that consider their teacher training programs (in)effective in terms of ICT use have also been presented within the study. Finally, several suggestions have been provided for teacher training programs with the aim of training pre-service with better and higher ICT utilization skills.

Keywords

Pre-service teacher training, ICT, teacher training programs

Öğretmen Adaylarının BİT Kullanımına ilişkin Algıları: NKS Ölçeği

Abstract

Teknolojinin eğitim alanındaki rolü artmaya devam etmektedir ve son yıllarda çevrimiçi eğitimin yaygınlaşması, Bilgi ve İletişim Teknolojilerine (BİT) atfedilen önemi daha da pekiştirmektedir. Bu eksende, mevcut çalışma öğretmen adaylarının, öğretmen yetiştirme programlarının kendilerini etkili BİT entegrasyonuna ne kadar iyi hazırladığına ilişkin algılarını ve etkili teknoloji entegrasyonu konusunda öğretmen yetiştirme programlarından aldıkları desteğin düzeyini niteliksel kanıt sentezi (NKS) ölçeğini kullanarak ortaya çıkarmayı amaçlamaktadır. Bu amaç doğrultusunda, çalışma yakınsayan paralel desen karma yöntem tasarımını benimsemiştir. Elde edilen veriler, Türkiye genelinde çeşitli öğretmen yetiştirme programlarında görev yapan İngilizce öğretmen adaylarından toplanmıştır. Nicel ve nitel verilerin analizi, öğretmen adaylarının çoğunluğunun, öğretmen yetiştirme programlarından etkili BİT entegrasyonu açısından aldıkları destek düzeyinin tatmin edici olmadığına inandıklarını göstermektedir. Öğretmen yetiştirme programlarını BİT entegrasyonu açısından etkili/etkisiz bulan katılımcıların görüşleri de çalışma kapsamında sunulmuştur. Son olarak hizmet öncesi adayların daha iyi ve daha yüksek BİT entegrasyonu becerilerine sahip olarak yetiştirilmesini amaçlayarak, öğretmen yetiştirme programlarına yönelik çeşitli önerilerde bulunulmuştur.

Keywords

Hizmet öncesi öğretmen eğitimi, BİT, öğretmen yetiştirme programları

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