İlköğretim Matematik Öğretmen Adaylarının TPAB Güven Algılarının İncelenmesi

Kübra Açıkgül; Recep Aslaner

doi:10.17556/jef.04990

Research Article

İlköğretim Matematik Öğretmen Adaylarının TPAB Güven Algılarının İncelenmesi

Year 2015, Volume: 17 Issue: 1, 118 - 152, 23.07.2015

Kübra Açıkgül Recep Aslaner

https://doi.org/10.17556/jef.04990

Cited By: 17

Abstract

Bu çalışmanın amacı matematik öğretmen adaylarının Teknolojik Pedagojik Alan Bilgisi (TPAB) güven düzeylerini belirlemek ve güven düzeylerinin cinsiyet, sınıf düzeyi, bilgisayar sahibi olma, bilgisayar kullanma sıklığı, teknoloji kullanma düzeyi değişkenlerine göre farklılaşıp farklılaşmadığını incelemektir. Araştırma betimsel ve ilişkisel tarama modelleri ile desenlenmiştir. Araştırmanın çalışma grubu 527 ilköğretim matematik öğretmen adayından oluşmuştur (Kadın= 355, Erkek= 170 ve Kayıp veri= 2). Araştırmanın verileri “Teknolojik Pedagojik Alan Bilgisi Güven Ölçeği” ile toplanmıştır. Bu çalışmada, öğretmen adaylarının TPAB konusunda kendilerine “oldukça” güvendikleri belirlenmiştir. Bu çalışma aynı zamanda öğretmen adaylarının TPAB güvenlerinin cinsiyet ve sınıf düzeyi değişkenine gore değişmediğini göstermiştir. Bunun yanı sıra, öğretmen adaylarının TPAB güven düzeylerinin bilgisayar sahibi olma, bilgisayar kullanım sıklığı ve teknoloji kullanma düzeyi değişkenleri açısından anlamlı olarak değiştiği belirlenmiştir.

Keywords

TPAB, Matematik Öğretmen Adayı, Güven

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Investigation of TPACK Confidence Perception of Prospective Elementary Mathematics Teachers

Year 2015, Volume: 17 Issue: 1, 118 - 152, 23.07.2015

Kübra Açıkgül Recep Aslaner

https://doi.org/10.17556/jef.04990

Cited By: 17

Abstract

The aims of study were to determine prospective elementary mathematics teachers’ confidence perception regarding Technological Pedagogical Content Knowledge (TPACK) and to examine whether prospective teachers’ TPACK confidence differed with respect to gender, grade levels, computer related variables. This research was designed using descriptive and correlational survey model. The study group consisted of 527 prospective teachers. Data were collected through “TPACK Confidence Scale”. In the study it was found prospective teachers felt quite confident. This study showed that the prospective mathematics teachers’ TPACK confidence didn’t differ with regard to gender and grade levels and prospective teachers' confidence levels differed significantly between computer ownership, computer usage frequency and level of use of technology

Keywords

TPACK, Prospective Mathematics Teacher, Confidence

References

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Akgün, F. (2013). Öğretmen adaylarının web pedagojik içerik bilgileri ve öğretmen öz yeterlik algıları ile ilişkisi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 48 -58.
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Akkoyunlu B. ve Orhan F. (2003). Bilgisayar ve öğretim teknolojileri eğitimi (BÖTE) bölümü öğrencilerinin bilgisayar kullanma öz-yeterlik inancı ile demografik özellikleri arasındaki ilişki. The Turkish Online Journal of Educational Tecnology-TOJET, 2(3), 86-93.
Alagic, M., & Palenz, D. (2006). Teachers explore linear and exponential growth: Spreadsheets as cognitive tools. Journal of Technology and Teacher Education,14(3), 633–649.
Alayyar, G., Fisser, P., & Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service science teachers: Support from blended learning. Australasian Journal Of Educational Technology, 28(8), 1298-1316.
Albion, P.R. (1999). Self-efficacy beliefs as an ındicator of teachers' preparedness for teaching with technology. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 1999 (pp.1602-1608). Chesapeake, VA: AACE.
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Archambault, L., and Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States Contemporary Issues in Technology and Teacher Education, 9(1), 71-88.
Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPCK framework. Computers & Education, 55(4), 1656-1662.
Armstrong, Victoria., Barnes, Sally., Sutehrland, Rosamund., Curran, Sarah., Mills, Simon, & Thompson, Ian. (2005). Collaborative research methodology for investigating teaching and learning: the use of interactive whiteboard technology. Educational Review, 57(4), 457-469.
Baki, A., Kutluca, T. & Birgin, O. (2008). Matematik öğretmeni adaylarının bilgisayar destekli eğitime yönelik öz-yeterlik algılarının incelenmesi. VIII. International Educational Technology Conference Bildiriler Kitabı, 6–9 May, 77–81, Anadolu Üniversitesi, Eskişehir.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behaviour change. Psychological Review, 84, 191-215.
Baran, E., Chuang, H.H. & Thompson, A. (2011). TPACK: An emerging research and development tool for teacher educators. Turkish Online Journal of Educational Technology - TOJET, 10(4), 370-377.
Bingimlas, K. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 235-245.
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Details

Primary Language	Turkish
Subjects	Other Fields of Education
Journal Section	Articles
Authors	Kübra Açıkgül Recep Aslaner
Publication Date	July 23, 2015
Published in Issue	Year 2015 Volume: 17 Issue: 1

Cite

APA	Açıkgül, K., & Aslaner, R. (2015). İlköğretim Matematik Öğretmen Adaylarının TPAB Güven Algılarının İncelenmesi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 118-152. https://doi.org/10.17556/jef.04990