Two Approaches to Investigate Preservice Teachers’ TPACK Competencies and Self-Regulated Learning Skills in Turkiye and the United States

Year 2022, , 531 - 546, 21.12.2022

Mevlüt Aydoğmuş , Mohamed Ibrahim

https://doi.org/10.18009/jcer.1107419

Cited By: 6

Abstract

In this study the investigators used two different approaches to investigate preservice teachers’ Technological Pedagogical Content Knowledge (TPACK) competencies and self-regulated learning skills (SRL). The first study was conducted at Ahmet Keleşoğlu Education Faculty, Necmettin Erbakan University (NEU), Konya, Turkiye and the second study was conducted at Arkansas Tech University (ATU), Arkansas, the United States. The data from the participants at NEU was collected from 375 preservice teachers to examine the correlation among preservice teachers’ TPACK competencies, SRL and their gender and years of study. Although the findings revealed that preservice teachers’ TPACK competencies differed by their gender and year of study, there was no significant difference in their SRL skills. Finally, the results indicated that there were positive and significant relationships between the preservice teachers’ TPACK competencies and their self-regulated learning skills. The data from the ATU participants was collected from 66 preservice teachers (54 undergraduates, 12 graduate). The ATU study examined the impact of employing project-based learning (PBL) on students’ TPACK competencies, self-efficacy (SE), and SRL in different learning environments. The findings indicated that the use of PBL does enhance preservice teachers’ SRL skills in all learning environments. Finally, the findings indicated that students’ TPACK competencies significantly increased after using PBL.

Keywords

Technological Pedagogical Content Knowledge, self-regulated learning skills, Preservice Teachers, Technological pedagogical content knowledge, self-regulated learning skills, preservice teachers

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