Türkçe Öğretmenlerinin Teknolojik Pedagojik Alan Bilgisi Yeterlilikleri ile Teknoloji Yeterlilikleri Arasındaki İlişkinin İncelenmesi

Year 2023, , 1142 - 1160, 30.06.2023

Bilal Şimşek

https://doi.org/10.15869/itobiad.1260939

Abstract

Bu araştırmanın amacı Türkçe öğretmenlerinin teknolojik pedagojik alan bilgisi ile teknoloji öz-yeterlilikleri arasındaki ilişkinin incelenmesidir. İlişkisel tarama modeliyle yürütülen bu araştırmanın çalışma grubunu Antalya İl Millî Eğitim Müdürlüğüne bağlı ortaokullarda görev yapan 212 Türkçe öğretmeni oluşturmaktadır. Araştırmada veri toplama aracı olarak “Türkçe Öğretmenlerine Yönelik Teknolojik Pedagojik Alan Bilgisi Ölçeği” ve “21. Yüzyıl Öğrenmelerinde Teknoloji Yeterliliği Öz-değerlendirme Ölçeği” kullanılmıştır. Araştırma için gerekli izinler alındıktan sonra veriler toplanmış ve analiz aşamasına geçilmiştir. Verilerin analizi sürecinde öncelikle uç değer taraması yapılmış ardından normallik katsayıları kontrol edilmiştir. Normal dağılım gösteren veriler Pearson Korelasyon Testi, normal dağılım göstermeyen veriler ise Spearman Korelasyon Testi kullanılarak analiz edilmiştir. Analizlerden elde edilen sonuçlara göre Türkçe öğretmenlerinin teknoloji bilgisi, pedagoji bilgisi, alan bilgisi, pedagojik alan bilgisi, teknoloji destekli pedagoji ve alan bilgisi ile teknoloji öz-yeterlilikleri arasında anlamlı bir ilişki olduğu görülmüştür. Türkçe öğretmenlerinin teknoloji bilgisi ile teknoloji öz-yeterlilikleri arasında pozitif yönlü orta düzeyli, pedagoji bilgisi ile teknoloji öz-yeterlilikleri arasında pozitif yönlü orta düzeyli, alan bilgisi ile teknoloji öz-yeterlilikleri arasında pozitif yönlü düşük düzeyli, pedagojik alan bilgisi ile teknoloji öz-yeterlilikleri arasında pozitif yönlü düşük düzeyli, teknoloji destekli pedagoji ve alan bilgisi ile teknoloji öz-yeterlilikleri arasında ise pozitif yönlü düşük düzeyli anlamlı ilişki olduğu tespit edilmiştir. Araştırma sürecinde elde edilen sonuçlardan hareketle öneriler sunulmuştur.

Keywords

Türkçe eğitimi, Türkçe öğretmenleri, eğitimde teknoloji kullanımı, teknolojik pedagojik alan bilgisi, teknoloji öz-yeterliliği

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Examining the Relationship Between Technological Pedagogical Content Knowledge and Technological Competencies of Turkish Language Teachers

Abstract

The aim of this research is to examine the relationship between Turkish teachers' technological pedagogical content knowledge and their technological self-efficacy. The study group of this research, which was carried out using a correlational survey model, consisted of 212 Turkish teachers working in secondary schools affiliated with the Antalya Provincial Directorate of National Education. "Technological Pedagogical Content Knowledge Scale for Turkish Teachers" and " Technology Proficiency Self-Assessment Scale for 21st Century Learning” were used as data collection tools in the research. After obtaining the necessary permissions for the research, the data were collected and the analysis phase was started. In the data analysis process, firstly, outlier scanning was performed and then normality coefficients were checked. Normally distributed data were analyzed using the Pearson Correlation Test, and non-normally distributed data were analyzed using the Spearman Correlation Test. According to the results obtained from the analysis, it was seen that there is a significant relationship between Turkish teachers' technology knowledge, pedagogical knowledge, content knowledge, pedagogical content knowledge, technology-supported pedagogical content knowledge and technological self-efficacy. It has been determined that there is a medium-level, significant positive correlation between Turkish teachers' technology knowledge and technology self-efficacy; a medium-level, significant positive correlation between pedagogical knowledge and technological self-efficacy; a low-level, significant positive correlation between content knowledge and technology self-efficacy; a low-level, significant positive correlation between pedagogical content knowledge and technology self-efficacy; a low-level, significant positive correlation between technology-supported pedagogical content knowledge and technology self-efficacy. Based on the results obtained during the research process, suggestions are presented.

Keywords

Turkish education, Turkish language teachers, use of technology in education, technological pedagogical content knowledge, technology self-efficacy

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