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The Relationship between Pre-service Teachers’ Cognitive Flexibility Levels and Techno-pedagogical Education Competencies

Year 2020, , 40 - 53, 15.06.2020
https://doi.org/10.33200/ijcer.623668

Abstract

The study aimed to examine the pre-service teachers’ cognitive flexibility levels and techno-pedagogical education competencies in terms of several variables and to determine whether there is a relationship between their cognitive flexibility levels and techno-pedagogical education competencies. Determining whether the relationship between the cognitive flexibility and techno-pedagogical content knowledge that was emphasized in theoretical studies exists would contribute to teacher education. Thus, it could be stated that the cognitive flexibility might be included among the factors to enable the development and use of the techno-pedagogical content knowledge. The study was conducted with a total of 616 pre-service teachers and designed by using the exploratory correlational research model. The sample was determined by using convenience sampling methods. “Cognitive Flexibility Scale” and “Techno-pedagogical Education Competency Scale” were used for data collection. The findings demonstrated that the pre-service teachers have a high level of cognitive flexibility and techno-pedagogical education competency. It was also found that the cognitive flexibility scores had a statistically significant difference in terms of all independent variables (gender, type of program, and having a computer and internet access), and the techno-pedagogical education competency scores did not indicate a statistically significant difference in terms of gender and type of program, while they demonstrated a significant difference in terms of having a computer and internet access. Pearson’s correlation coefficient was calculated to determine the relationship between the pre-service teachers’ cognitive flexibility and techno-pedagogical education competency scores, and a moderately significant relationship was found. It could be concluded that the relationship emphasized in theoretical studies between the cognitive flexibility and techno-pedagogical content knowledge is moderate. Accordingly, the cognitive flexibility could provide the development and use of techno-pedagogical content knowledge which has an important role in teacher education.

Supporting Institution

Balıkesir Üniversitesi

Project Number

2017/155

Thanks

The study was supported by Balıkesir University Scientific Research Projects Coordination Unit as 2017/155 research project.

References

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  • Bilgin, M. (2009b). Some variables predicting cognitive flexibility. Cukurova University Faculty of Education Journal, 3(36), 142–157.
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Year 2020, , 40 - 53, 15.06.2020
https://doi.org/10.33200/ijcer.623668

Abstract

Project Number

2017/155

References

  • Akgün, F. (2013). Preservice teachers’ web pedagogical content knowledge and relationship between teachers’ perceptions of self efficacy. Trakya University Journal of Education, 3(1), 48-58.
  • Akgün F., Özgür, H., & Çuhadar, C. (2016). The investigation of technopedagogical knowledge competencies of teacher candidates and pedagogical formation students. Adiyaman University Journal of Social Sciences, 24, 837-872. Retrieved from https://dergipark.org.tr/tr/pub/adyusbd/issue/37218/429580
  • Algozzine, B., Bateman, L. R., Flowers, C. P., Gretes, J. A., Hughes, C. D., & Lambert, R. (1999). Developing technology competencies in a college of education. Current Issues in Education, 2(3), 1-12. Retrieved from http://cie.ed.asu.edu/volume2/number3/
  • Altunkol, F. (2011). The analysis of the relation between cognitive flexibility and perceived stress levels of college students (Unpublished master’s thesis). Çukurova University Institute of Social Sciences Department of Educational Sciences, Adana, Turkey.
  • Aminu, I. M., & Shariff, M. N. M. (2014). Strategic orientation, access to finance, business environment and SMEs performance in Nigeria: Data screening and preliminary analysis. European Journal of Business and Management, 6(35), 124-132.
  • Asıcı, E., & İkiz, F. (2015). A pathway to happiness: Cognitive flexibility. Mehmet Akif Ersoy University Journal of Education Faculty, 1(35), 191-211. Retrieved from https://dergipark.org.tr/en/pub/maeuefd/issue/19408/206375
  • Baran, E., & Bilici, S. C. (2015). A review of the research on technological pedagogical content knowledge: The case of Turkey. H. U. Journal of Education, 30(1), 15-32.
  • Bilgin, M. (2009a). Developing a cognitive flexibility scale: Validity and reliability studies. Social Personality and Behavior, 37(3), 343-354.
  • Bilgin, M. (2009b). Some variables predicting cognitive flexibility. Cukurova University Faculty of Education Journal, 3(36), 142–157.
  • Bilgin, M. (2017). Relations to five factor personality model with cognitive flexibility in adolescents. Electronic Journal of Social Sciences, 16(62), 945-954.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri (17. baskı) [Scientific research methods (17th ed.)]. Ankara: Pegem Akademi.
  • Camcı Erdoğan, S. (2018). The relationship between problem solving perceptions and cognitive flexibility skills of pre-service teachers of gifted students. Celal Bayar University Journal of Social Sciences, 16(3), 77-96. doi: 10.18026/cbayarsos.465710
  • Chen, X., He, J., & Fan, X. (2019). Relationships between openness to experience, cognitive flexibility, self-esteem, and creativity among bilingual college students in the U.S., International Journal of Bilingual Education and Bilingualism, doi: 10.1080/13670050.2019.1688247
  • Cox, R. J. (2000). The information age and history looking backward to see us. Ubiquity, 2000 (September). Retrieved from https://ubiquity.acm.org/article.cfm?id=352537
  • Çikrıkci, Ö. (2018). The predictive roles of cognitive flexibility and error oriented motivation skills on life satisfaction. International Journal of Eurasia Social Sciences, 9(31), 717-727.
  • Çoklar, A. N., & Özbek, A. (2017). Analyzing of relationship between teachers’ individual innovativeness levels and their TPACK self-efficacies. Journal of Human Sciences, 14(1), 427-440.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2014). Sosyal bilimler için çok değişkenli istatistik, SPSS ve LISREL uygulamaları (3. baskı) [Multivariate statistics, SPSS and LISREL applications for social sciences (3rd ed.)]. Ankara: Pegem Akademi.
  • Çuhadar, C., Bülbül, T., & Ilgaz, G. (2013). Exploring of the relationship between individual innovativeness and techno-pedagogical education competencies of pre-service teachers. Elementary Education Online, 12(3), 797‐807. Retrieved from http://ilkogretim‐online.org.tr
  • Roussinos, D., & Jimoyiannis, A. (2019). Examining primary education teachers’ perceptions of TPACK and the related educational context factors. Journal of Research on Technology in Education, 51(4), 377-397. doi: 10.1080/15391523.2019.1666323
  • Doğan Laçin, B. G., & Yalçın, İ. (2019). Predictive roles of self-efficacy and coping strategies in cognitive flexibility among university students. Hacettepe University Journal of Education, 34(2), 358-371. doi: 10.16986/HUJE.2018037424
  • Drezner, Z., Turel, O., & Zerom, D. (2010). A modified Kolmogorov-Smirnov test for normality. Communications in Statistics-Simulation and Computation®, 39(4), 693-704. Duman, E. (2018). Flexible thinking as a kind of thinking. Turkish Studies Social Science, 13(26), 547-561. doi: 10.7827/TurkishStudies.14432
  • Erdemir, N., Bakırcı, H., & Eyduran, E. (2009). Determining of student teachers’ self-confidence using technology in instruction. Journal of Turkish Science Education, 6(3), 99-108.
  • Ersoy, M., Kabakçı Yurdakul, I., & Ceylan, B. (2016). Investigating preservice teachers’ TPACK competencies through the lenses of ICT Skills: An experimental study. Education and Science, 41(186), 119-135. doi: 10.15390/EB.2016.6345
  • Dennis, D. J., & Vander Wal, J. S. (2010). The cognitive flexibility inventory: instrument development and estimates of reliability and validity. Cognitive Therapy and Research, 34, 241-253. doi:10.1007/s10608-009-9276-4
  • Esen Aygün, H. (2018). The relationship between pre–service teachers’ cognitive flexibility and interpersonal problem solving skills. Eurasian Journal of Educational Research, 77, 105-128. doi: 10.14689/ejer.2018.77.6
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). New York, NY: McGraw-Hill.
  • Ghasemi, A., & Zahediasl, S. (2011). Normality tests for statistical analysis: A guide for non-statisticians. International Journal of Endocrinology Metabolism, 10(2), 486–489. doi: 10.5812/ijem.3505
  • Gabrys, R. L., Tabri, N., Anisman, H., & Matheson, K. (2018). Cognitive control and flexibility in the context of stress and depressive symptoms: The cognitive control and flexibility questionnaire. Frontiers in Psychology, 9, 2219. doi: 10.3389/fpsyg.2018.02219
  • Günaydın, S., & Öztürk, G. (2016). The relationship between computer teacher candidates’ perceptions towards self-efficacy and their cognitive flexibility level. In İcbay, M. A., Arslan, H., & Jacobs, F. (Eds.), Research on social studies (pp. 35-45). Frankfurt, Germany: Peter Lang.
  • Gündüz, B. (2013). Emotional intelligence, cognitive flexibility and psychological symptoms in pre-service teachers. Educational Research and Reviews, 8(13), 1048-1056.
  • Hacıömeroğlu, G., Şahin, Ç., & Arcagök, S. (2014). Turkish adaptation of preservice teachers’ technological pedagogical content knowledge assessment instrument. Journal of Theory and Practice in Education, 10(2), 297-315.
  • ISSU, & Ulmer, D. J. (2006). Beyond the information age: It’s time for a change. Retrieved from http://www.vias.org/beyinfoage/
  • Kabakci Yurdakul, I., & Coklar, A. N. (2014). Modeling preservice teachers’ TPACK competencies based on ICT usage. Journal of Computer Assisted Learning, 30(4), 363-376. doi: 10.1111/jcal.12049
  • Kabakci Yurdakul, I., Odabasi, H. F., Kilicer, K., Coklar, A. N., Birinci, G., & Kurt, A. A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58(3), 964-977. doi:10.1016/j.compedu.2011.10.012
  • Kabakçı Yurdakul, I. (2011). Examining technopedagogical knowledge competencies of preservice teachers based on ICT usage. Hacettepe University Journal of Education, 40, 397-408.
  • Kabakçı Yurdakul, I. (2013). Teknopedagojik eğitime dayalı öğretim teknolojileri ve materyal tasarımı [Instructional technologies and material design based on technopedagogical education]. Ankara: Anı Yayıncılık.
  • Kabakci Yurdakul, I. (2018). Modeling the relationship between pre-service teachers’ TPACK and digital nativity. Educational Technology Research and Development, 66(2), 267-281. doi: 10.1007/s11423-017-9546-x
  • Kabakçı Yurdakul, I., Odabaşı, H. F., Kılıçer, K., Çoklar, A. N., Birinci, G., & Kurt, A. A. (2014). Constructing technopedagogical education based on teacher competencies in terms of national standards. Elementary Education Online, 13(4), 1185-1202. doi: http://dx.doi.org/10.17051/io.2014.76490
  • Kaptanbaş Gürbüz, E., & Sezgin Nartgün, Ş. (2018). Cognitive flexibility and self efficacy levels of pedagogical formation program students. The Journal of International Social Research, 11(55), 629-640. doi: 10.17719/jisr.20185537235
  • Karadeniz, Ş. (2004). Bilişsel esneklik hiper metinleri ve hiper ortamları [Cognitive flexibility hypertext and hyper environments]. The Turkish Online Journal of Educational Technology - TOJET, 3(2), 119-124.
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There are 72 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Gülcan Öztürk 0000-0003-4399-1329

Ayşen Karamete This is me 0000-0001-8442-2080

Gülcan Çetin 0000-0002-1185-5907

Project Number 2017/155
Publication Date June 15, 2020
Published in Issue Year 2020

Cite

APA Öztürk, G., Karamete, A., & Çetin, G. (2020). The Relationship between Pre-service Teachers’ Cognitive Flexibility Levels and Techno-pedagogical Education Competencies. International Journal of Contemporary Educational Research, 7(1), 40-53. https://doi.org/10.33200/ijcer.623668

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IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868