COVİD-19 PANDEMİSİNİN MATEMATİK ÖĞRETMENLERİNİN TPAB ÖZGÜVENLERİNE ETKİSİ: BOYLAMSAL BİR ARAŞTIRMA

Öz

Bu çalışmanın amacı ortaöğretim matematik öğretmenlerinin pandemide gerçekleştirdikleri uzaktan eğitim faaliyetlerinin teknolojik pedagojik alan bilgisi (TPAB) özgüvenlerine etkisini belirlenmektir. Kohort tarama modelinden yararlanılan çalışmada pandemi öncesinde ve pandemi sürecinde gerçekleştirilen araştırmalara ait bulgular boylamsal bir yaklaşımla değerlendirilmiştir. Çalışmada 57’si pandemi öncesinde ve 40’ı pandemi sürecinde olmak üzere toplam 97 matematik öğretmenine ait veriler incelenmiştir. Söz konusu veriler TPAB Özgüven ölçeğiyle derlenmiş, MANOVA ve çoklu Kruskal-Wallis testi kullanılarak analiz edilmiştir. Araştırmada öğretmenlerin uzaktan eğitimle gerçekleştirdikleri öğretim faaliyetlerinin TPAB özgüvenlerine olumlu yönde etkisi olduğu görülmüştür. Bu etkinin özellikle pandemi öncesinde görece daha düşük özgüvene sahip kadın öğretmenler ile üst yaş grubundaki öğretmenler ve öğrencilerin derslerde teknoloji kullanımına olumsuz bakan öğretmenler için anlamlı düzeyde olduğu anlaşılmıştır. Ayrıca uzaktan eğitim faaliyetlerinin öğretmenlerin yüz yüze derslerde teknoloji kullanım sıklıklarına olumlu yönde etkisinin olduğu fakat bunun TPAB özgüvenlerinde herhangi bir değişime neden olmadığı görülmüştür. Öte yandan öğretmenlerin yararlandıkları teknolojik araç ve yazılım çeşitlilikleri incelendiğinde uzaktan eğitim sürecinde alışa gelmiş oldukları geleneksel öğretim rutinlerinden çok da uzaklaşmadıkları ve bu bağlamda TPAB özgüvenlerinin de farklılık göstermediği anlaşılmıştır.

Anahtar Kelimeler

• Covid-19
• Matematik Eğitimi
• Matematik Öğretmenleri
• Uzkatan Eğitim
• TPAB

THE EFFECT OF THE COVID-19 PANDEMIC ON THE TPACK SELF-CONFIDENCE OF MATHEMATICS TEACHERS: A LONGITUDINAL RESEARCH

Abstract

Aim of the study is to determine the effect of distance education activities carried out during the pandemic on the TPACK self-confidence of secondary school mathematics teachers. In the study using the cohort screening model, the findings of the studies carried out before and during the pandemic were evaluated with a longitudinal approach. In the study, data of a total of 97 mathematics teachers, 57 of which were before the pandemic and 40 during the pandemic, were examined. The data were analysed using MANOVA and multiple Kruskal-Wallis tests, after compiling them with the TPACK Self-Confidence Scale. In the study, it was seen that the teaching activities carried out by teachers through distance education had a positive effect on their TPACK self-confidence. It has been understood that this effect is at a significant level especially for female teachers, teachers in the upper age group, and teachers who have a negative view of students' use of technology in lessons. In addition, it was seen that distance education activities had a positive effect on the teachers frequency of technology use in face-to-face lessons, but this did not cause any change in their TPACK self-confidence. On the other hand, when the variety of hardware and software used by the teachers were examined, it was understood that they did not stray far from the traditional teaching routines that they had become accustomed to in the distance education process. In this context, it was understood that TPACK self-confidence did not differ either.

Keywords

• Covid-19
• Mathematics Education
• Mathematics Teachers
• Distance Education
• TPACK

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