Comparing Web Pedagogical Content Knowledge of Turkish and English Language Teaching Department Students

Yıl 2017, Cilt: 7 Sayı: 1, 67 - 78, 01.04.2017

Furkan Aydın Aysun Eroğlu Mehmet Barış Horzum

Öz

-

Anahtar Kelimeler

-

Comparing Web Pedagogical Content Knowledge of Turkish and English Language Teaching Department Students

Öz

In today’s information age, with the developing of technology, the Internet is now used in nearly every
field. The Internet, which makes the accessing and sharing of information easier, has become the most
used technology of our age. As a result of the Internet’s effect on every sector, the education sector has
also witnessed many changes, with technology having affected the education through new teaching
approaches and technological tools in education have become widespread. Accordingly, teachers need
to make use of the web technologies actively and effectively. Teachers’ development on web usage
skills for teaching purposes should start from the pre‐service period. From this aspect, besides the
content knowledge and pedagogical formation, teachers should have technological, especially Internet
knowledge before graduating and should be able to integrate these knowledge areas into their lessons.
Especially nowadays, considering the fact that pre‐service and in‐service education is provided
through the Internet, teachers’ web pedagogical content knowledge increases in importance. In
consideration of the literature, it was seen that studies on web pedagogical content knowledge
increased day by day. However, there has been no comparison between departments which aim to
teach languages. Therefore, it was considered that research on language teaching departments’ web
pedagogical content knowledge would contribute to the field. In this study, web pedagogical content
knowledge of students who studied Turkish and English Language Teaching at Sakarya University’s
Faculty of Education in Turkey during the 2014‐2015 Spring semester was examined in terms of several
variables.

Anahtar Kelimeler

Technology, Web pedagogical content knowledge, Web pedagogical content knowledge scale

Kaynakça

• Akgün, F. (2013) Öğretmen adaylarının web pedagojik içerik bilgileri ile öğretmen öz‐yeterlik algıları ile ilişkisi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 48‐58.
• Arabacıoğlu, T., & Dursun, F. (2015). Öğretmen adaylarının web pedagojik içerik bilgisi algı düzeylerinin incelenmesi. Kastamonu Eğitim Dergisi, 23(1), 197‐210.
• Erişti, S. D., Şişman, E., & Yıldırım, Y. (2008). İlköğretim branş öğretmenlerinin web destekli öğretim ile ilgili görüşlerinin incelenmesi. Elementary Education Online, 7(2), 384‐400.
• Gömleksiz, M. N., & Erten, P. (2013). Öğretmen adaylarının webe özgü öz‐yeterlik algıları. Elementary Education Online, 12(2), 479‐497.
• 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.
• Gülten, D. Ç. (2013). Preservice mathematics teachers’ views on distance education and their web pedagogical content knowledge. Turkish Online Journal of Distance Education‐TOJDE, 14(1), 126‐139.
• 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 içerik bilgisi ölçeğinin Türkçeye uyarlaması. Elementary Education Online, 10(1), 257‐272.
• Horzum, M. B. (2012). The effect of web based instruction on students’ web pedagogical content knowledge, course achievement and general course satisfaction. Çukurova University Faculty of Education Journal, 41(1), 25‐40.
• 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.
• Horzum, M. B., & Güngören, Ö. C. (2012). A model for beliefs, tool acceptance levels and web pedagogical content knowledge of science and technology preservice teachers towards web based instruction. Turkish Online Journal of Distance Education‐TOJDE, 13(3), 50‐69.
• Kavanoz, S., Yüksel, H. G., & Özcan, E. (2015). Pre‐service teachers’ self‐efficacy perceptions on web pedagogical content knowledge. Computers & Education, 85, 94‐101.
• Koehler, M. J., & Mishra, P. (2005). Teachers learning technology by design. Journal of Computing in Teacher Education, 21(3), 94‐102.
• Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge. Contemporary Issues in Technology and Teacher Education, 9(1), 71‐88.
• Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK). Journal of Education, 193(3), 13‐19.
• 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, M. H., Tsai, C. C., & Chang, C. Y. (2008, March). 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.
• Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017‐1054.
• Öztürk, E., & Horzum, M. B. (2011). Teknolojik pedagojik içerik bilgisi ölçeğinin Türkçeye uyarlaması. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 12(3), 255‐278.
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4‐14.
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1‐22