Technological Pedagogical Content Knowledge of Mathematics Teachers and the Effect of Demographic Variables

Yıl 2019, , 1 - 24, 15.01.2019

Melike Ozudogru Fatma Ozudogru

https://doi.org/10.30935/cet.512515

Cited By: 2

Öz

With increasing global requirements for
the use of technological tools and resources in K-12 settings, there is a need to examine the technological
pedagogical content knowledge (TPACK) levels of mathematics teachers because technology use in class
may enhance students’ engagement and motivation in learning mathematics. Hence,
the purpose of this study was to develop and validate a TPACK scale to
be used in investigating mathematics teachers’ knowledge levels in TPACK components, and investigate
if mathematics teachers’ TPACK levels differed in terms of gender, teaching
experience and level of school. This study is based on survey research design. Data
were collected from 202 mathematics teachers in the spring semester of
2016-2017 academic year. MANOVA was used for data
analysis.  As a
result of exploratory and confirmatory factor analysis, the TPACK instrument was developed as a valid and reliable 39-item
5-point Likert scale consisting of six scales: 1. Technological Knowledge, 2. Pedagogical
Knowledge, 3. Content Knowledge, 4. Technological Content Knowledge, 5. Pedagogical
Content Knowledge and 6. TPACK. The results also
revealed that there were significant differences between gender and
technological knowledge domain in favor of male teachers. However, it was found
that teaching experience and level of school had no significant effect on TPACK
domains.

Anahtar Kelimeler

Technological pedagogical content knowledge, TPACK, Scale development, Mathematics teachers

Kaynakça

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