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Abstract

The aim of this study was to investigate the Science Teacher Education program teacher candidates’ selfreliance on their technological, pedagogical, content knowledge (TPACK). Moreover, the study aimed to examine whether the Science teacher candidates’ TPACK self-reliance with respect to their genders and grade levels. The participants of this survey study were 130 teacher candidates who continued their education at Çanakkale Onsekiz Mart University Faculty of Education Primary education department Science teacher program in their 1st, 2nd, 3rd and 4th grades in the Fall semester, 2013-2014 year. The data were collected through the “Technological, Pedagogical, and Content Knowledge Self-Confidence” scale developed by Graham, Burgoyne, Cantrell, Smith, and Harris (2009), translated into Turkish by Timur and Taşar (2011), and the “Demographic specialties'” determined by the researcher. According to the research study, it was found that the Science teacher program students’ self-reliance on their TPACK was high. Moreover, the results of the study showed that the Science teacher candidates’ self-reliance on their TPACK did not differ with regard to the gender and grade level.

Keywords

• TPACK, self-reliance, Science Teacher candidates, survey study.

Determining Science Teacher Candidates' Self-Reliance Levels with regard to Their Technological Pedagogical Content Knowledge / Fen ve Teknoloji Öğretmen Adaylarının Teknolojik Pedagojik Alan Bilgisi (TPABGÖ) Konusunda Özgüven Seviyelerinin Belirlenmesi

Abstract

Bu çalışmanın amacı, Fen Bilgisi Öğretmenliği programı öğretmen adaylarının teknolojik, pedagojik, alan bilgilerine (TPAB) ilişkin özgüvenlerinin incelenmesidir. Ayrıca, çalışma Fen Bilgisi öğretmen adaylarının TPAB özgüven algılarını sınıf düzeyi ve cinsiyet değişkenlerine göre araştırmayı amaçlamaktadır. Tarama (Survey) modeli uygulanan çalışmaya, 2013-2014 yılı güz döneminde Çanakkale Onsekiz Mart Üniversitesi Eğitim Fakültesi İlköğretim Bölümü Fen Bilgisi Öğretmenliği Programı 1. 2., 3. ve 4. sınıflarında öğrenimine devam eden 130 öğretmen adayı katılmıştır. Veriler, Graham, Burgoyne, Cantrell, Smith, ve Harris (2009) tarafından geliştirilen, Timur ve Taşar (2011) tarafından Türkçe'ye uyarlanan “Teknolojik Pedagojik Alan Bilgisi Öz-Güven Ölçeği (TPABÖGÖ)” ve araştırmacı tarafından forma ilave dilen “Demografik bazı özellikler” kullanılarak toplanmıştır. Çalışma sonuçlarına göre,  Fen Bilgisi programı öğretmen adaylarının TPAB öz-güvenlerine ilişkin algılarının yüksek olduğu görülmüştür. Ayrıca, çalışma sonuçları, Fen Bilgisi öğretmen adaylarının TPAB öz-güvenlerine ilişkin algılarında cinsiyete ve sınıf düzeyine göre bir farklılık oluşmadığını göstermiştir. 

Keywords

• TPAB, öz-güven, Fen Bilgisi öğretmen adayları, tarama modeli.

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