Examining Primary Mathematics Teachers’ Technological Pedagogical Content Knowledge (TPACK) Levels According to Their Preferred Teaching Styles
Abstract
The purpose of this study is based on the preferences of elementary mathematics teachers' teaching style to examine the level of technological pedagogical content knowledge (TPACK). For this purpose, 178 elementary school mathematics teachers' teaching styles, levels of TPACK and demographic characteristics were determined with the help of relevant scales. While Pearson correlation coefficients are used to measure how strong a relationship is between the TPACK levels and teaching styles of participants, regression analysis is used to determine which teaching styles predict TPACK levels of participants. The significant of data for statistical meaning based on p =.05 and p =.01 levels. According to research findings, the most preferred teaching style group of teachers is “facilitator/ personal model / expert”, while the least preferred teaching style group is “expert/ Formal Authority.” While teachers' TPACK levels did not change according to their “gender”, differentiation at “technological knowledge (TK)” levels were determined according to their “seniority”. In addition, differences were determined at “technological knowledge (TK)”, “content knowledge (CK)” and “technological pedagogical knowledge (TPK)” levels in favour of the teachers who have computer. At the end of the study, a significant relationship between teaching styles and components of TPACK model has been identified. Furthermore, teaching styles that most predicted TPACK components were emerged as “facilitator” and “formal authority.”
Keywords
Teaching Styles, Technological Pedagogical Content Knowledge, Mathematics Education
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