THE RELATIONSHIP BETWEEN PRESCHOOL TEACHERS' TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE SELF-CONFIDENCE AND ATTITUDE TOWARDS TECHNOLOGY

Abstract

The purpose of this study is to examine the relationship between preschool teachers' technological pedagogical content knowledge (TPACK) confidence and their attitude towards technology. In addition, it was aimed to examine whether preschool teachers' technological pedagogical content knowledge and its sub-dimensions predict teachers' attitudes towards technology. The study group consists of 200 preschool teachers who teach 36-72-month-old preschool children in the 2020-2021 academic year. This study is a quantitative study designed in the single and relational screening model, one of the general screening models. The data were collected using the "Technological Pedagogical Content Knowledge Self-Confidence Scale (TPACKACKS)", "Attitude Towards Technology Scale" and "Personal Information Form". The data obtained were analyzed with SPSS 26.0 and JASP 0.16 programs and normality test, Pearson Correlation test and multiple linear regression analysis methods were used. As a result of the study, when the relationship between preschool teachers' attitudes towards technology and technological pedagogical content knowledge and sub-factors of it was examined, a significant positive relationship was found. When the other findings obtained from the research were examined, it was concluded that the relationship between preschool teachers' attitude towards technology scores and technological content knowledge sub-dimension scores was relatively low compared to other sub-dimensions.

Keywords

• technological pedagogical content knowledge
• attitude towards technoology
• preschool teachers

OKUL ÖNCESİ ÖĞRETMENLERİNİN TEKNOLOJİK PEDAGOJİK ALAN BİLGİSİ ÖZGÜVENİ İLE TEKNOLOJİYE YÖNELİK TUTUMU ARASINDAKİ İLİŞKİNİN İNCELENMESİ

Abstract

Bu çalışmanın amacı okul öncesi öğretmenlerinin teknolojik pedagojik alan bilgisi (TPAB) özgüveni ile teknolojiye yönelik tutumu arasındaki ilişkinin incelenmesidir. Bunun yanı sıra okul öncesi öğretmenlerinin teknolojik pedagojik alan bilgisi ile alt boyutlarının öğretmenlerin teknolojiye yönelik tutumunu yordayıp yordamadığını incelemek amaçlanmıştır. Çalışma grubunu 2020-2021 eğitim ve öğretim yılı 36-72 aylık okul öncesi dönem çocuklarına eğitim veren 200 okul öncesi öğretmeni oluşturmaktadır. Bu çalışma, genel tarama modellerinden tekil ve ilişkisel tarama modelinde tasarlanmış nicel bir çalışma niteliğindedir. Araştırmanın verileri, “Teknolojik Pedagojik Alan Bilgisi Öz Güven Ölçeği (TPABÖGÖ)”, “Teknolojiye Yönelik Tutum Ölçeği” ve “Kişisel Bilgi Formu” kullanılarak toplanmıştır. Elde edilen veriler SPSS 26.0 ve JASP 0.16 programları ile analiz edilerek normallik testi, Pearson Correlation testi ve çoklu doğrusal regresyon analizi yöntemleri kullanılmıştır. Araştırmanın sonucunda okul öncesi öğretmenlerinin teknolojiye yönelik tutumu ile teknolojik pedagojik alan bilgisi ve teknolojik pedagojik alan bilgisi alt boyutları arasındaki ilişki incelendiğinde pozitif yönde anlamlı bir ilişki bulunmuştur.

Keywords

• teknolojik pedagojik alan bilgisi
• teknolojiye yönelik tutum
• okul öncesi öğretmenleri

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