Examining Different Variables of TPACK level of Teachers Attending the FATIH Project Interactive Classroom Management Course
Abstract
“Pedagogical Content Knowledge” term came out by
combining “content knowledge” dimension that teachers need to have and
pedagogical knowledge dimension. Nowadays “technological pedagogical content
knowledge” term is created by adding “technology” dimension to “pedagogical
content knowledge”. Within the scope of this study, it is aimed to determine
TPACK level of teachers from different branches attending the FATIH Project
Interactive Classroom Management course and examine TPACK level of them in
terms of different variables. Study group of the research in which experimental
design is used consists of 25 teachers from different branches who attended the
FATIH Project Interactive Classroom Management course and work in a secondary
school in Ankara where the FATIH Project is conducted during 2015-2016 school
year. According to findings, it is concluded that training has an effect on
improvement of “Pedagogical Knowledge” and “Technological Pedagogical
Knowledge”. Despite the effect occurring on these two sub-dimensions, it is
determined that there is no significant effect of the training on TPACK
improvement of the teachers.
Keywords
References
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