Öğretmen Adaylarının Teknolojik Pedagojik Alan Bilgilerini Geliştirmede Sanal Stajın Rolü

Abstract

Sanal stajyerlik uygulamaları, karmaşık profesyonel düşünceyi teşvik etmek için otantik bağlamlar sağlayan öğretmen eğitiminde yeni bir araştırma alanıdır. Ayrıca, öğretmenlerin teknolojik pedagojik alan bilgilerini (TPAB) geliştirmek için en etkili yöntem olduğuna inanılan tasarım yoluyla öğrenme yaklaşımının temel unsurlarını içerirler. 2018 yılında gerçekleştirilen bu çalışma, nitel verilerle desteklenen yarı deneysel bir araştırma desenini kullanarak öğretmen adaylarının TPAB'sini geliştirmek için sanal bir stajyerlik uygulamasının etkinliğini incelemiştir. Çalışmaya çeşitli bölümlerden yetmiş dört öğretmen adayı katılmıştır. Veriler, Öğretmen Adayları için Öğretim ve Teknoloji Bilgisi Anketi'nden uyarlanan bir öz bildirim anketi ve katılımcılar tarafından yazılan yansımalar kullanılarak toplanmıştır. Sonuçlar, deney ve kontrol grubu katılımcılarının TPAB anket puanlarında istatistiksel olarak anlamlı bir fark olmadığını göstermiştir. Ancak deney grubu, alan bilgisi dışındaki tüm TPAB alt alanlarında puanlarını önemli ölçüde artırmıştır. Katılımcıların yansımalarına dayalı nitel analiz, nicel analizden elde edilen bulguları destekleyerek, hizmet öncesi öğretmen eğitiminde sanal stajyerlik uygulamalarının etkililiğine dair doğrulayıcı kanıtlar sağlamıştır.

Keywords

• Teknolojik Pedagojik Alan Bilgisi (TPAB)
• teknoloji entegrasyonu
• sanal stajyerlik
• epistemik oyunlar
• öğretmen adayları

The Role of a Virtual Internship in Developing Preservice Teachers’ Technological Pedagogical Content Knowledge

Abstract

Virtual internships are new areas of research in teacher education. They provide authentic contexts to foster complex professional thinking. Furthermore, they embody the essential elements of learning-technology-by-design approach, which is believed to be the most effective method to develop teachers’ technological pedagogical content knowledge (TPACK). This study, conducted in 2018, examined the effectiveness of a virtual internship to develop preservice teachers’ TPACK employing a quasi-experimental research design aided by qualitative data. The participants were seventy-four preservice teachers from a variety of majors. Data were collected using a self-report survey adapted from the Survey of Preservice Teachers' Knowledge of Teaching and Technology and the reflections written by the participants. The results indicated no statistically significant differences in the TPACK survey scores between the experimental and the control group participants. However, the experimental group significantly increased their TPACK scores in all TPACK sub-domains, except the content knowledge. The qualitative analysis based on participants’ reflections supported the findings from the quantitative analysis by providing confirming evidence for the effectiveness of virtual internships in preservice teacher education.

Keywords

• Technological pedagogical content knowledge (TPACK)
• technology integration
• virtual internships
• epistemic games
• preservice teachers

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