ORTAÖĞRETİM ÖĞRETMENLERİNİN TEKNOLOJİK PEDAGOJİK ALAN BİLGİSİ ÖZGÜVENLERİNİN İNCELENMESİ

Abstract

Bu çalışmanın amacı, ortaöğretim öğretmenlerinin teknoloji bileşenleri yönünden teknolojik pedagojik alan bilgisi özgüvenlerini belirlemektir. Farklı branşlardan 378 ortaöğretim öğretmeninin katılımcı olarak yer aldığı araştırmada, nicel yöntemlerden biri olan tarama çalışmasından yararlanılmıştır. Araştırmada veri toplama aracı olarak Teknolojik Pedagojik Alan Bilgisi Özgüven Ölçeği kullanılmıştır. Elde edilen veriler çoklu varyans analizi kullanılarak incelenmiştir. Öğretmenlerin teknolojik pedagojik alan bilgisi özgüvenleri ölçek genel ortalamalarına göre ele alındığında kendilerine “çokça” güvendikleri anlaşılmıştır. Ayrıca Teknolojik Pedagojik Alan Bilgisi Özgüven Ölçeğinin boyutları dikkate alınarak yapılan incelemede öğretmenlerin teknolojik pedagojik alan bilgisi, teknolojik pedagojik bilgi ve teknoloji bilgisi bileşenlerinde kendilerine “çokça”, teknolojik alan bilgisi bileşeninde ise “orta” düzeyde güvendikleri anlaşılmıştır. Öte yandan öğretmenlerin teknolojik pedagojik alan bilgisi özgüvenlerinin mezunu oldukları fakülte türü ve eğitim düzeylerine göre farklılık göstermediği görülmüştür. Ayrıca öğretmenlerin teknolojik pedagojik alan bilgisi özgüvenlerinin başta teknoloji bilgisi ve teknolojik pedagojik alan bilgisi olmak üzere çeşitli bileşenlerde; cinsiyetlerine, yaşlarına, hizmet sürelerine, branşlarına, görev yaptıkları okul türlerine, sahip oldukları teknolojik araç çeşitliliğine, derslerinde teknolojik araçları kullanma sıklıklarına, derslerinde kullandıkları teknolojik araç ve bilgisayar programı çeşitliliğine göre anlamlı farklılıklar gösterdiği anlaşılmıştır.

Keywords

• Ortaöğretim Öğretmenleri
• Özgüven
• Teknolojik Pedagojik Alan Bilgisi
• Teknoloji Entegrasyonu

EXAMINATION OF SECONDARY EDUCATION TEACHERS' TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE CONFIDENCE

Abstract

This quantitative survey study aims to determine secondary education teachers' technological pedagogical content knowledge confidence in terms of technological components. 378 secondary education teachers from different branches participated in the study. Data were collected through the Technological Pedagogical Content Knowledge Confidence Survey, and analyzed using multivariate analysis of variance. The overall means of the teachers' technological pedagogical content knowledge confidence showed that they were "highly" self-confident. Regarding the dimensions of Technological Pedagogical Content Knowledge Confidence Survey, teachers were found to be "highly" self-confident in technological pedagogical content knowledge, technological pedagogical knowledge and technological knowledge; and "moderately" self-confident in technological content knowledge. Results also showed that teachers' technological pedagogical content knowledge confidence did not differ according to their faculty types and levels of education. However, teachers' technological pedagogical content knowledge confidence differed significantly dimensions such as technological knowledge and technological pedagogical content knowledge, according to their gender, age, length of service, branches, the types of the schools they worked at, the variety of the technological tools they had, their frequency of using technological tools, and the variety of technological tools and software they used in lessons.

Keywords

• Secondary education teachers
• Teacher confidence
• Technological pedagogical content knowledge
• Technology integration

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