Investigation of Technology Integration Self-Efficacy Beliefs of PreService Teachers’ Who Attend Pedagogical Formation Training

Year 2018, Volume: 1 Issue: 1, 1 - 18, 15.01.2018

Salih Birişçi Ümit Kul

Abstract

Considering the necessity of teachers to be involved in information and
communication technologies, it is important to investigate the self-efficacy
beliefs of prospective teachers in pedagogical formation education process
regarding technology integration in education. In this study, it was aimed to
investigate technology integration self-efficacy beliefs of prospective
teachers according to demographic variables who are  participating in pedagogical formation
education. The study designed by survey model and the sample comprised of 174 prospective teachers who are educated as pedagogical formation at a
university located in the eastern Black Sea region of Turkey. Technology
Integration Self-Efficacy Scale used in this study as adata collection tool. According
to findings, it has been determined that the technology integration self-efficacy
belirfs of prospective teachers is high under both the general and the
sub-dimensions of the scale. In addition, it was found out that the difference between the mean values of the age level possessed is meaningful, while
there is no statistical difference between the mean values according to the
gender, graduation type and the level of taking technology courses before.

Keywords

Pedagogical formation education, prospective teacher, technology integration, self efficacy

Pedagojik Formasyon Eğitimi Alan Öğretmen Adaylarının Teknoloji Entegrasyonu Öz-Yeterlik İnanışlarının İncelenmesi

Abstract

Günümüz
koşullarındaki eğitim-öğretim faaliyetleri sürecinde, bilgi ve iletişim
teknolojilerinin öğretmenlerce yer verilmesi gerekliliği göz önünde
bulundurulacak olursa, pedagojik formasyon eğitimi sürecinde yer alan öğretmen
adaylarının eğitimde teknoloji entegrasyonuna ilişkin öz-yeterlik inanışlarının
araştırılması önemli görülmektedir. Bu çalışmada, pedagojik formasyon eğitimine
katılan öğrencilerin eğitimde teknoloji entegrasyonu öz-yeterlik inanışlarının
farklı değişkenlere göre incelenmesi amaçlanmıştır. Tarama deseninde
gerçekleştirilen araştırmanın çalışma grubunu, Türkiye’nin Doğu Karadeniz
bölgesinde yer alan bir üniversitenin eğitim fakültesince yürütülen pedagojik
formasyon sertifika eğitimine kayıtlı 174 öğrenci oluşturmaktadır. Araştırmanın
verileri “Teknoloji Entegrasyonu Öz-yeterlik İnanış Ölçeği” uygulanarak elde
edilmiştir. Elde edilen bulgulara göre; gerek ölçeğin geneli gerekse alt
boyutları altında öğretmen adaylarının teknoloji entegrasyonu öz-yeterlik
inanışlarının yüksek düzeyde olduğu belirlenmiş olup, cinsiyet, lisans mezuniyet
branşı ve teknoloji içerikli ders alma düzeylerine göre puan ortalamaları
arasında istatistiksel olarak farklılaşma yaşanmazken, sahip olunan yaş
düzeyine ait ortalama değerler arasındaki farkın anlamlı olduğu ortaya
çıkarılmıştır. 

Keywords

Pedagojik formasyon eğitimi, öğretmen adayı, teknoloji entegrasyonu, öz-yeterlik

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