Research Article
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An investigation of pre-service English teachers’ level of technopedagogical content knowledge

Year 2019, Volume: 15 Issue: 3, 794 - 805, 01.10.2019
https://doi.org/10.17263/jlls.631517

Abstract



























































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An investigation of pre-service English teachers’ level of technopedagogical content knowledge



The
purpose of this study is to identify pre-service English teachers’
technopedagogic content knowledge competence levels. The Technological
Pedagogical Content Knowledge Model (TPACK) is unique in comparison to other
technology-based models in that it incorporates content knowledge as well in
addition to technological competences. The participants are 182 pre-service
English teachers that study in Istanbul and Sakarya, Turkey. The data was
collected via Technological Pedagogical Content Knowledge Scale (TPACK-Deep) that
was developed by Kabakçı Yurdakul, Odabaşı, Kılıçer, Çoklar, Birinci and Kurt
(2012). The data was analyzed through SPSS and the variables grade, gender,
daily amount of time spent on the internet and social media were considered in
addition to identifying participants’ competence levels. The findings
demonstrated that the participants had a high level of TPACK model in general
and also in the three dimensions except for merely the Ethics dimension in
which they had a medium level of competence. Out of the variables, none of them
was observed to have a significant effect in the TPACK model in a general, but
gender and daily amount of time spent on the internet were observed to have a
significant effect on the Design dimension. The analysis offers insights into
pre-service teachers’ competence into technology use, content knowledge,
pedagogical knowledge and their integration. The findings are expected to
contribute to pre-service teacher training and the successful integration of
technology into content knowledge for pedagogic purposes.



Information about Author(s)*



Author 1



Author
(Last name, First name)



 Atar, Cihat



Affiliated
institution (University)



 Sakarya University



Country



 



Email
address



 



Department
& Rank



 



Corresponding author (Yes/No)


Write only one corresponding author.



 



Author 2



Author
(Last name, First name)



 Aydın, Selami



Affiliated
institution (University)



 İstanbul Medeniyet University



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



Author 3



Author
(Last name, First name)



 Bağcı, Hakkı



Affiliated
institution (University)



 Sakarya University



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



Author 4



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



 


References

  • Argon, T., İsmetoğlu, M. & Çelik Yılmaz, D. (2015). Branş öğretmenlerinin teknopedagojik eğitim yeterlilikleri ile bireysel yenilikçilik düzeylerine ilişkin görüşleri. Eğitim ve Öğretim Araştırmaları Dergisi, 4(2), 319-333.
  • Bağcı, H. & Atar, C. (in press, 2018) Pre-service English teachers’ acceptance and use of social networks for learning and teaching purposes. Kuramsal Eğitimbilim Dergisi
  • Bruce, B. & Levin, J. (1997). Educational technology: Media for inquiry, communication, construction and expression. Journal of Educational Computing Research, 17(1), 79-102.
  • İşigüzel, B. (2014). Almanca öğretmen adaylarının teknopedagojik eğitime yönelik yeterlik düzeylerinin incelenmesi. Uluslararası Sosyal Araştırmalar Dergisi, 7(34), 768-778.
  • Kabakçı Yurdakul, I. (2011). Öğretmen adaylarının teknopedagojik eğitim yeterliklerinin bilgi ve iletişim teknolojilerinin kullanımları açısından incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 397-408.
  • Kurt, A. A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58(3), 964-977.
  • Karasar, N. (2005). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
  • Kaya, Z., Özdemir, T. Y., Emre, İ. & Kaya, O. N. (2011). Exploring preservice information technology teachers’ perception of self-efficacy in web-technological pedagogical content knowledge. 6th International Advanced Technologies Symposium (IATS’11), Elazığ, Türkiye.
  • Kazu, İ. Y. & Erten, P. (2014). Teachers’ technological content knowledge self-efficacies. Journal of Educational and Training Studies, 2(2), 126-144.
  • Koehler, M. J. & Mischra, P. (2008). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
  • Kula, A. (2015). Öğretmen adaylarının teknolojik pedagojik alan bilgisi (TPAB) yeterliklerinin incelenmesi: Bartın Üniversitesi örneği. Akademik Sosyal Araştırmalar Dergisi, 3(12), 395-412.
  • Kurt, G., Mishra, P., & Koçoğlu, Z. (2013). Technological pedagogical content knowledge development of Turkish pre-service teachers of English. Paper presented at the meeting of the Society for Information Technology and Teacher Education, New Orleans, LA.
  • Murat, A. ve Erten, H. (2016). Fen bilgisi öğretmen adaylarının teknopedagojik eğitim alanındaki öz yeterlik algı düzeyleri. The Journal of Academic Social Sciences Studies, 48, 477-485.
  • Öz, H. (2015). Assessing Pre-service English as a Foreign Language Teachers’ Technological Pedagogical Content Knowledge. International Education Studies; 8(5), 119-130.
  • Russell, M., Bebell, D., O’Dwyer, L. & O’Connor, K. (2003). Examining teacher technology use: Implications for pre-service and in service teacher preparation. Journal of Teacher Education, 54(4), 297-310.
  • Şimşek, Ö., Demir, S., Bağçeci, B. & Kinay, İ. (2013). Öğretim elemanlarının teknopedagojik eğitim yeterliliklerinin çeşitli değişkenler açısından incelenmesi. Ege Eğitim Dergisi, 14(1), 1-23.
  • Tondeur, J. Roblin, N. P., van Braak, J. Fisser, P. & Voogt, J. (2012): Technological pedagogical content knowledge in teacher education: in search of a new curriculum, Educational Studies, 1-5. DOI:10.1080/03055698.2012.713548.
  • Tuncer, M. & Bahadır, F. (2016). Öğretmen adaylarının teknopedagojik alan bilgisi yeterlikleri ve öğretmenlik mesleğine yönelik tutumları açısından incelenmesi. Turkish Studies, International Periodical for the Languages, Literature and History of Turkish or Turkic, 11(9), 839-858.
  • Ünal Bozcan, E. (2010). Eğitim öğretim faaliyetlerinde teknoloji kullanımı, Eğitim Teknolojileri Araştırmaları Dergisi, 1(4), 1-13.
Year 2019, Volume: 15 Issue: 3, 794 - 805, 01.10.2019
https://doi.org/10.17263/jlls.631517

Abstract

References

  • Argon, T., İsmetoğlu, M. & Çelik Yılmaz, D. (2015). Branş öğretmenlerinin teknopedagojik eğitim yeterlilikleri ile bireysel yenilikçilik düzeylerine ilişkin görüşleri. Eğitim ve Öğretim Araştırmaları Dergisi, 4(2), 319-333.
  • Bağcı, H. & Atar, C. (in press, 2018) Pre-service English teachers’ acceptance and use of social networks for learning and teaching purposes. Kuramsal Eğitimbilim Dergisi
  • Bruce, B. & Levin, J. (1997). Educational technology: Media for inquiry, communication, construction and expression. Journal of Educational Computing Research, 17(1), 79-102.
  • İşigüzel, B. (2014). Almanca öğretmen adaylarının teknopedagojik eğitime yönelik yeterlik düzeylerinin incelenmesi. Uluslararası Sosyal Araştırmalar Dergisi, 7(34), 768-778.
  • Kabakçı Yurdakul, I. (2011). Öğretmen adaylarının teknopedagojik eğitim yeterliklerinin bilgi ve iletişim teknolojilerinin kullanımları açısından incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 397-408.
  • Kurt, A. A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58(3), 964-977.
  • Karasar, N. (2005). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
  • Kaya, Z., Özdemir, T. Y., Emre, İ. & Kaya, O. N. (2011). Exploring preservice information technology teachers’ perception of self-efficacy in web-technological pedagogical content knowledge. 6th International Advanced Technologies Symposium (IATS’11), Elazığ, Türkiye.
  • Kazu, İ. Y. & Erten, P. (2014). Teachers’ technological content knowledge self-efficacies. Journal of Educational and Training Studies, 2(2), 126-144.
  • Koehler, M. J. & Mischra, P. (2008). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
  • Kula, A. (2015). Öğretmen adaylarının teknolojik pedagojik alan bilgisi (TPAB) yeterliklerinin incelenmesi: Bartın Üniversitesi örneği. Akademik Sosyal Araştırmalar Dergisi, 3(12), 395-412.
  • Kurt, G., Mishra, P., & Koçoğlu, Z. (2013). Technological pedagogical content knowledge development of Turkish pre-service teachers of English. Paper presented at the meeting of the Society for Information Technology and Teacher Education, New Orleans, LA.
  • Murat, A. ve Erten, H. (2016). Fen bilgisi öğretmen adaylarının teknopedagojik eğitim alanındaki öz yeterlik algı düzeyleri. The Journal of Academic Social Sciences Studies, 48, 477-485.
  • Öz, H. (2015). Assessing Pre-service English as a Foreign Language Teachers’ Technological Pedagogical Content Knowledge. International Education Studies; 8(5), 119-130.
  • Russell, M., Bebell, D., O’Dwyer, L. & O’Connor, K. (2003). Examining teacher technology use: Implications for pre-service and in service teacher preparation. Journal of Teacher Education, 54(4), 297-310.
  • Şimşek, Ö., Demir, S., Bağçeci, B. & Kinay, İ. (2013). Öğretim elemanlarının teknopedagojik eğitim yeterliliklerinin çeşitli değişkenler açısından incelenmesi. Ege Eğitim Dergisi, 14(1), 1-23.
  • Tondeur, J. Roblin, N. P., van Braak, J. Fisser, P. & Voogt, J. (2012): Technological pedagogical content knowledge in teacher education: in search of a new curriculum, Educational Studies, 1-5. DOI:10.1080/03055698.2012.713548.
  • Tuncer, M. & Bahadır, F. (2016). Öğretmen adaylarının teknopedagojik alan bilgisi yeterlikleri ve öğretmenlik mesleğine yönelik tutumları açısından incelenmesi. Turkish Studies, International Periodical for the Languages, Literature and History of Turkish or Turkic, 11(9), 839-858.
  • Ünal Bozcan, E. (2010). Eğitim öğretim faaliyetlerinde teknoloji kullanımı, Eğitim Teknolojileri Araştırmaları Dergisi, 1(4), 1-13.
There are 19 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Cihat Atar This is me

Selami Aydın

Hakkı Bağcı This is me

Publication Date October 1, 2019
Published in Issue Year 2019 Volume: 15 Issue: 3

Cite

APA Atar, C., Aydın, S., & Bağcı, H. (2019). An investigation of pre-service English teachers’ level of technopedagogical content knowledge. Journal of Language and Linguistic Studies, 15(3), 794-805. https://doi.org/10.17263/jlls.631517
AMA Atar C, Aydın S, Bağcı H. An investigation of pre-service English teachers’ level of technopedagogical content knowledge. Journal of Language and Linguistic Studies. October 2019;15(3):794-805. doi:10.17263/jlls.631517
Chicago Atar, Cihat, Selami Aydın, and Hakkı Bağcı. “An Investigation of Pre-Service English teachers’ Level of Technopedagogical Content Knowledge”. Journal of Language and Linguistic Studies 15, no. 3 (October 2019): 794-805. https://doi.org/10.17263/jlls.631517.
EndNote Atar C, Aydın S, Bağcı H (October 1, 2019) An investigation of pre-service English teachers’ level of technopedagogical content knowledge. Journal of Language and Linguistic Studies 15 3 794–805.
IEEE C. Atar, S. Aydın, and H. Bağcı, “An investigation of pre-service English teachers’ level of technopedagogical content knowledge”, Journal of Language and Linguistic Studies, vol. 15, no. 3, pp. 794–805, 2019, doi: 10.17263/jlls.631517.
ISNAD Atar, Cihat et al. “An Investigation of Pre-Service English teachers’ Level of Technopedagogical Content Knowledge”. Journal of Language and Linguistic Studies 15/3 (October 2019), 794-805. https://doi.org/10.17263/jlls.631517.
JAMA Atar C, Aydın S, Bağcı H. An investigation of pre-service English teachers’ level of technopedagogical content knowledge. Journal of Language and Linguistic Studies. 2019;15:794–805.
MLA Atar, Cihat et al. “An Investigation of Pre-Service English teachers’ Level of Technopedagogical Content Knowledge”. Journal of Language and Linguistic Studies, vol. 15, no. 3, 2019, pp. 794-05, doi:10.17263/jlls.631517.
Vancouver Atar C, Aydın S, Bağcı H. An investigation of pre-service English teachers’ level of technopedagogical content knowledge. Journal of Language and Linguistic Studies. 2019;15(3):794-805.