DETERMINING SITUATION OF PRE-SERVICE TEACHERS’ ARTIFICIAL INTELLIGENT BASED TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE

Abstract

This study was conducted on the basis of AI-TPACK, which was established by integrating the use of artificial intelligence into the theory of technological pedagogical content knowledge and includes the ethical issues dimension. Within this scope, three research questions were answered and eight hypotheses related to the third research question were tested. The study, in which single, causal and correlational survey designs were carried out respectively, was attended by 276 pre-service teachers. While answering the first research question, it was observed that all AI-TPACK dimensions consisting of the answers given for all sub-dimensions were at a moderate level. The answer to the second research question, which tested whether the dependent variable AI-TPACK differed significantly according to the independent variables of gender, university and grade level, was that there was no significant difference. The model consisting of hypotheses based on the relationship between each sub-dimension was analyzed by PLS-SEM and a valid and reliable model emerged in which all paths were significant. Considering the research from a holistic perspective, when the pre-service teachers are considered as future teachers, they should receive other trainings that will increase their AI-TPACK level, and the pre-service teachers' AI-TPACK status should be improved through traditional linkages.

Keywords

• Artificial intelligence
• TPACK
• AI in teacher education
• AI-TPACK

ÖĞRETMEN ADAYLARININ YAPAY ZEKÂ TEKNOLOJİLERİ TABANLI TEKNOLOJİK PEDAGOJİK İÇERİK BİLGİSİ DURUMLARININ BELİRLENMESİ

Abstract

Bu çalışma teknolojik pedagojik içerik bilgisi kuramına yapay zekâ kullanımın entegre edilmesi ile oluşturulan ve etik değerlendirme boyutunu da içeren YZ-TPAB temelinde gerçekleştirilmiştir. Araştırma kapsamında üç araştırma sorusuna yanıt aranmış ve üçüncü araştırma sorusuna bağlı olan sekiz hipotez test edilmiştir. Tekil, nedensel ve ilişkisel tarama desenlerinin sırasıyla yürütüldüğü çalışmaya iki farklı üniversitede çeşitli sınıf düzeylerinde öğrenim görmekte olan 276 öğretmen adayı katılmıştır. Veriler Çelik (2023) tarafından geliştirilen YZ-TPAB ölçeği ile toplanmıştır. İlk araştırma sorusu bağlamında, tüm alt boyutlara yönelik verilen yanıtlardan oluşan tüm YZ-TPAB boyutlarının, orta düzeyde (30,05). Her bir alt boyutun birbiri ile ilişkisi temelinde kurulan hipotezlerden oluşan model PLS-SEM ile incelenmiş ve tüm yolların anlamlı olduğu, geçerli ve güvenilir bir model ortaya çıkmıştır (αmin=0,902; AVEmin=0,693; |β|≥ 0,10; R2min=0,594; SRMR=0,033; p=0,000). Araştırmaya bütüncül bir bakış açısıyla bakıldığında öğretmen adaylarının geleceğin öğretmenleri olarak ele alındığında, YZ-TPAB düzeylerini yükseltecek başka eğitimler de almaları gerektiği, öğretmen adaylarının YZ-TPAB durumlarının geleneksel bağımsız değişkenlerin etkisinden sıyrıldığı ve bir oranda öğretmenlikte eşitlik sağlanabilecek koşullara yaklaşıldığı ve YZ-TPAB boyutlarının tamamının birbirini değiştirecek etkiye sahip oldukları sonuçlarına ulaşılmıştır.

Keywords

• Yapay zekâ
• TPAB
• öğretmen eğitiminde yapay zekâ
• YZ-TPAB

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