An Investigation of Pre-Service English Teachers’ Self-Efficacy in Web Pedagogical Content Knowledge

Year 2019, , 550 - 566, 30.12.2019

Hakkı Bağcı , Cihat Atar

https://doi.org/10.19126/suje.591804

Cited By: 1

Abstract

The aim of this study is
to identify pre-service English teachers’ self-efficacy in web pedagogical
content knowledge. The Web Pedagogical Content Knowledge (WPCK) is valuable in
comparison to other technology-based models (e.g. TPACK) as it offers a holistic
approach by integrating content knowledge with web knowledge specifically
rather than focusing on technology in general. The sample of this study
consists of 110 pre-service English teachers studying at two state
universities in Istanbul and Sakarya, Turkey in the academic year of
2018-2019. The data was collected through “The Scale of Web Pedagogical
Content Knowledge” developed by Lee, Tsai and Chang (2008) and adapted into
Turkish by Horzum (2011). The data was analyzed through SPSS and the variables
university, grade, gender, daily amount of time spent on the internet and
social media were considered in addition to identifying participants’
competence levels. The findings demonstrate that the participants have a high
level (‘I totally agree’) of self-efficacy in the five sub-dimensions of WPCK.
Out of the variables, only grade is observed to have a significant effect
while university, gender, daily amount of time spent on the internet and daily
amount of time spent on social networks are observed to have a no significant
effect on self-efficacy levels. The analysis offers insights into pre-service
teachers’ competence and self-efficacy in the use of web for pedagogy, content
knowledge, pedagogical knowledge and the integration of them. The findings of this
study are expected to contribute to pre-service teacher training and the
successful integration of the web into content knowledge for pedagogic
purposes.

Keywords

Web pedagogical content knowledge; self-efficacy; pre-service English teachers; content knowledge; TPACK

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