Research Article
PDF EndNote BibTex RIS Cite

Year 2019, Volume 9, Issue 3, 550 - 566, 30.12.2019
https://doi.org/10.19126/suje.591804

Abstract

References

  • ReferencesAkgün, F. (2013). Öğretmen Adaylarının Web Pedagojik İçerik Bilgileri ve Öğretmen Öz-Yeterlik Algıları ile İlişkisi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 3 (1), 48-588.Arabacıoğlu, T., & Dursun, F. (2015). Öğretmen adaylarının web pedagojik içerik bilgisi algı düzeylerinin incelenmesi. Kastamonu Eğitim Dergisi, 23(1), 197‐210.Atar, C. & Seedhouse, P. (2018). A conversation-analytic perspective on teacher-led clarification and its implications for L2 teacher training. International Journal of Instruction, 11(2), 145-166.Aydın, F., Eroğlu, A., & Horzum, M. B. (2017). Türkçe ve İngilizce öğretmenliği bölümü öğrencilerinin web pedagojik içerik bilgilerinin karşılaştırılması. Eğitim Bilimleri Araştırmaları Dergisi ‐ Journal of Educational Sciences Research, 7(1), 79‐90. Bağcı, H., & Atar, C. (2018). Pre-service English teachers' acceptance and use of social networks for teaching purposes. Journal of Theoretical Educational Science, UBEK-2018, 189-203.Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.Ekici, M. İnel Ekici, D. & Altunışık, S (2015). Investigation of Pre-Service Teachers’ Web Pedagogical Content Knowledge Selfefficacy Perceptions According to Various Variables. The Journal of International Social Research, 8(41), 960-967.Gömleksiz, M. N., & Fidan, E. K. (2011). Pedagojik formasyon programı öğrencilerinin web pedagojik içerik bilgisine ilişkin öz‐yeterlik algı düzeyleri. Turkish Studies ‐ International Periodical for The Languages, Literature and History of Turkish or Turkic, 6(4), 593‐620.Gömleksiz, M. N. & Erten, P. (2013). Öğretmen adaylarının webe özgü öz‐yeterlik algıları. Elementary Education Online, 12(2), 479‐497.Hiğde, E., Uçar, M. B., & Demir, C. (2014). The investigation of self‐efficacy of pre‐service science teachers and pre‐service physics teachers towards web pedagogical content knowledge regarding internet use habits. Procedia ‐ Social and Behavioral Sciences, 116, 3395–3399.Horzum M., B. (2011). Web Pedagojik İçerik Bilgisi Ölçeği’nin Türkçeye Uyarlaması. İlköğretim Online, 10 (1), 257-272.Horzum, M. B. (2013). An investigation of pre‐service teachers’ web pedagogical content knowledge with respect to department and gender. Journal of Teaching and Education, 2(3), 161–167.Karalar, H. & Aslan Altan, B. (2018). New Technologies in microteaching: Is it possible for web 2.0 tools to affect prospective teachers’ web pedagogical content knowledge and teacher self-efficacy? International Online Journal of Education and Teaching (IOJET), 5(3). 535-551.Karasar, N. (2005). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.Karatas, F. İ., & Aslan Tutak, T. (2017). An examination of in-service secondary mathematics teachers’ technological pedagogical content knowledge and their technology integration self-efficacy. Mustafa Kemal University Journal of Social Sciences, 14(37), 180-198.Kavanoz, S., Yüksel, H. G., & Özcan, E. (2015). Pre‐service teachersʹ self‐efficacy perceptions on web pedagogical content knowledge. Computers & Education, 85, 94‐101.Koehler, M. J. & Mishra, P. (2009). What is technological pedagogical content knowledge. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.Lee, M. H. & Tsai, C. C. (2010). Exploring Teachers' Perceived Self Efficacy and Technological Pedagogical Content Knowledge with Respect to Educational Use of the World Wide Web. Instructional Science: An International Journal of the Learning Sciences, 38(1), 1-21.Lee, MH., Tsai, C. C. & Chang, C. Y. (2008). Exploring Teachers’ Self-Efficacy toward the Web Pedagogical Content Knowledge in Taiwan. Paper presented at the Annual Meeting of the American Educational Research Association New York City, March 24–28.Mazman Akar, S. G. (2019). A Structural Model for Relationship between Web Pedagogic Content Knowledge and Technology Acceptance of Preservice Teachers. Malaysian Online Journal of Educational Technology, 7(1), 1-14.Oskay, Ö. Ö., & Odabaşı, Z. (2016). Determination of Self Efficacy Perception Levels of Teachers' Attending an Online Course toward Web Pedagogical Content Knowledge. Universal Journal of Educational Research, 4(11), 2651-2655.Turan, M. & Koç, I. (2013). Öğretmen Adaylarinin Web Pedagojik Alan Bilgisine İlişkin Öz-Yeterlik Algı Düzeyleri, HAYEF: Journal of Education, 13(3), 67-82.Yazar, T. & Şimşek, Ö. (2015). Öğretmen adaylarının web pedagojik içerik bilgisinin web destekli öğretim bağlamında incelenmesi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 5(2), 207-218.Yeşiltaş, E. (2016). An Analysis of Social Studies Teachers’ Perception Levels Regarding Web Pedagogical Content Knowledge. International Education Studies, 9(4), 108-123.

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

Year 2019, Volume 9, Issue 3, 550 - 566, 30.12.2019
https://doi.org/10.19126/suje.591804

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.

References

  • ReferencesAkgün, F. (2013). Öğretmen Adaylarının Web Pedagojik İçerik Bilgileri ve Öğretmen Öz-Yeterlik Algıları ile İlişkisi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 3 (1), 48-588.Arabacıoğlu, T., & Dursun, F. (2015). Öğretmen adaylarının web pedagojik içerik bilgisi algı düzeylerinin incelenmesi. Kastamonu Eğitim Dergisi, 23(1), 197‐210.Atar, C. & Seedhouse, P. (2018). A conversation-analytic perspective on teacher-led clarification and its implications for L2 teacher training. International Journal of Instruction, 11(2), 145-166.Aydın, F., Eroğlu, A., & Horzum, M. B. (2017). Türkçe ve İngilizce öğretmenliği bölümü öğrencilerinin web pedagojik içerik bilgilerinin karşılaştırılması. Eğitim Bilimleri Araştırmaları Dergisi ‐ Journal of Educational Sciences Research, 7(1), 79‐90. Bağcı, H., & Atar, C. (2018). Pre-service English teachers' acceptance and use of social networks for teaching purposes. Journal of Theoretical Educational Science, UBEK-2018, 189-203.Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.Ekici, M. İnel Ekici, D. & Altunışık, S (2015). Investigation of Pre-Service Teachers’ Web Pedagogical Content Knowledge Selfefficacy Perceptions According to Various Variables. The Journal of International Social Research, 8(41), 960-967.Gömleksiz, M. N., & Fidan, E. K. (2011). Pedagojik formasyon programı öğrencilerinin web pedagojik içerik bilgisine ilişkin öz‐yeterlik algı düzeyleri. Turkish Studies ‐ International Periodical for The Languages, Literature and History of Turkish or Turkic, 6(4), 593‐620.Gömleksiz, M. N. & Erten, P. (2013). Öğretmen adaylarının webe özgü öz‐yeterlik algıları. Elementary Education Online, 12(2), 479‐497.Hiğde, E., Uçar, M. B., & Demir, C. (2014). The investigation of self‐efficacy of pre‐service science teachers and pre‐service physics teachers towards web pedagogical content knowledge regarding internet use habits. Procedia ‐ Social and Behavioral Sciences, 116, 3395–3399.Horzum M., B. (2011). Web Pedagojik İçerik Bilgisi Ölçeği’nin Türkçeye Uyarlaması. İlköğretim Online, 10 (1), 257-272.Horzum, M. B. (2013). An investigation of pre‐service teachers’ web pedagogical content knowledge with respect to department and gender. Journal of Teaching and Education, 2(3), 161–167.Karalar, H. & Aslan Altan, B. (2018). New Technologies in microteaching: Is it possible for web 2.0 tools to affect prospective teachers’ web pedagogical content knowledge and teacher self-efficacy? International Online Journal of Education and Teaching (IOJET), 5(3). 535-551.Karasar, N. (2005). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.Karatas, F. İ., & Aslan Tutak, T. (2017). An examination of in-service secondary mathematics teachers’ technological pedagogical content knowledge and their technology integration self-efficacy. Mustafa Kemal University Journal of Social Sciences, 14(37), 180-198.Kavanoz, S., Yüksel, H. G., & Özcan, E. (2015). Pre‐service teachersʹ self‐efficacy perceptions on web pedagogical content knowledge. Computers & Education, 85, 94‐101.Koehler, M. J. & Mishra, P. (2009). What is technological pedagogical content knowledge. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.Lee, M. H. & Tsai, C. C. (2010). Exploring Teachers' Perceived Self Efficacy and Technological Pedagogical Content Knowledge with Respect to Educational Use of the World Wide Web. Instructional Science: An International Journal of the Learning Sciences, 38(1), 1-21.Lee, MH., Tsai, C. C. & Chang, C. Y. (2008). Exploring Teachers’ Self-Efficacy toward the Web Pedagogical Content Knowledge in Taiwan. Paper presented at the Annual Meeting of the American Educational Research Association New York City, March 24–28.Mazman Akar, S. G. (2019). A Structural Model for Relationship between Web Pedagogic Content Knowledge and Technology Acceptance of Preservice Teachers. Malaysian Online Journal of Educational Technology, 7(1), 1-14.Oskay, Ö. Ö., & Odabaşı, Z. (2016). Determination of Self Efficacy Perception Levels of Teachers' Attending an Online Course toward Web Pedagogical Content Knowledge. Universal Journal of Educational Research, 4(11), 2651-2655.Turan, M. & Koç, I. (2013). Öğretmen Adaylarinin Web Pedagojik Alan Bilgisine İlişkin Öz-Yeterlik Algı Düzeyleri, HAYEF: Journal of Education, 13(3), 67-82.Yazar, T. & Şimşek, Ö. (2015). Öğretmen adaylarının web pedagojik içerik bilgisinin web destekli öğretim bağlamında incelenmesi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 5(2), 207-218.Yeşiltaş, E. (2016). An Analysis of Social Studies Teachers’ Perception Levels Regarding Web Pedagogical Content Knowledge. International Education Studies, 9(4), 108-123.

Details

Primary Language English
Subjects Social
Journal Section Articles
Authors

Hakkı BAĞCI>
SAKARYA UYGULAMALI BİLİMLER ÜNİVERSİTESİ
0000-0002-6211-9694
Türkiye


Cihat ATAR>
İSTANBUL MEDENİYET ÜNİVERSİTESİ
0000-0002-5879-3432
Türkiye

Publication Date December 30, 2019
Published in Issue Year 2019, Volume 9, Issue 3

Cite

APA Bağcı, H. & Atar, C. (2019). An Investigation of Pre-Service English Teachers’ Self-Efficacy in Web Pedagogical Content Knowledge . Sakarya University Journal of Education , 9 (3) , 550-566 . DOI: 10.19126/suje.591804

Sakarya University Journal of Education | 2011 ISSN: 2146-7455

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.