Examining the Self-Efficacy of Prospective Teachers in Technology Integration According to their Subject Areas: The Case of Turkey

Year 2019, , 289 - 308, 12.07.2019

Omer Simsek , Taha Yazar

https://doi.org/10.30935/cet.590105

Abstract

The purpose of this study is to examine
prospective teachers’ TPACK self-efficacy and variables affecting their
training to integrate technology in education according to their subject areas.
The survey research, a quantitative research method, was used in the study. The
sample of the study is composed of senior prospective teachers (n=3553) from 19
different departments of 18 state universities in Turkey. The departments were
gathered into nine subject areas by taking into consideration the criteria of
prospective teachers’ subject areas. Mann-Whitney U and Kruskall-Wallis H tests were used for
the comparisons of the groups. The results of the study show that TPACK is perceived
differently according to the subject areas. Prospective teachers think that teacher
educators do not sufficiently exhibit technology integration behaviors in their
lessons and participants think that they somewhat have authentic experiences in
using technology in education. While both scores of TPACK self-efficacy and
variables affecting prospective teachers’ training to integrate technology in
education are higher in favor of Foreign Languages subject area; prospective
teachers in Mathematics and Turkish language have lower scores than other
subject areas in the study. As a result, the self-efficacy of prospective
teachers’ technology integration significantly differentiates.

Keywords

Technology integration, TPACK, Self-efficacy, Prospective teachers

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