Study on the Technological Pedagogical and Content Knowledge of Teacher Candidates and Their Learning Strategies
Abstract
The aim of this paper is to evaluate the Technological Pedagogical
and Content Knowledge (TPACK) of teacher candidates, defining
the learning strategies of same candidates and researching whether
there is relationship between these changes, or not. The research
was carried out upon 493 senior class teachers candidate who
studied in Necmettin Erbakan University Ahmet Keleşoğlu Faculty
of Education in 2011-2012 spring term. The data is acquired by
using Technological Pedagogical Content Knowledge Scale and
Motivated Strategies for Learning Questionnaire. The data which is
acquired from the scales and the information belongs to participants
are analyzed with the SPSS (Statistical Package for the Social
Sciences) 19.0 packaged software. During the analysis of data, it
was used independent-samples t-test, correlation and regression
analysis. According to the findings which were obtained from the
research, TPACK levels of teacher candidates are occasionally,
male candidates’ technology, pedagogy and technological content
knowledge skills are higher than girls. In the research, it can’t be
seen that there isn’t any significant difference between groups according
to score type used for the placement at university in TPACK components,
a significant relationship was found between TPACK and learning
strategies such as recursion, learning from friend, help search strategies’
elaboration, organizing, critical thinking, metacognitive self-regulation,
time operation environment monitoring, additionally it was understood
that organization and critical thinking strategies predicted the
TPACK.
Keywords
Thanks
It is made from the first author's master's thesis named ‘Analysis Of Relationship Between Technological Pedagogical and Content Knowledge And Learning Strategies Of Teacher Candidates’.
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