Perceptions of Turkish Pre-Service EFL Teachers on Their Technological Pedagogical Content Knowledge

Yıl 2018, Sayı: 13, 145 - 160, 25.01.2018

Cemre İşler Özgür Yıldırım

Öz

        The
purpose of this study is to investigate perceptions of Turkish pre-service EFL
(English as a Foreign Language) teachers related to their level of
Technological Pedagogical Content Knowledge (TPACK), the factors affecting
their perceptions of TPACK, and their beliefs related to technology integration
into EFL classrooms. The study employs both quantitative and qualitative data
collection and analysis procedures. A total of 94 Turkish pre-service EFL
teachers answered two questionnaires designed to gather information about their
combining technology, pedagogy, and content knowledge in the ways of both
learning and teaching processes. Six of the participants were also interviewed
about their perceptions on TPACK competences and their beliefs related to
technology use in language teaching. Quantitative data were analyzed by
calculating descriptive statistics (frequency, percentage, mean score, standard
deviation), and qualitative data were analyzed by using content analysis. The
findings related to quantitative data revealed high levels of perceptions on
TPACK competences, and the findings related to qualitative data supported the
high level of perceived TPACK competences and further revealed that
participants emphasized the place of personal interest, experience, knowledge
and access while singling out educational support by their own instructors on
the development of TPACK. In the light of the findings of the study, it has
been suggested that courses offered to pre-service teachers should include how
to combine technology, content and pedagogy together for effective instruction
in their subject field; and teacher education programs should provide
pre-service teachers with the opportunities of becoming the designers of
technologically mediated materials. 

Anahtar Kelimeler

technological pedagogical content knowledge, technology integration, teacher education, perceptions of pre-service EFL teachers

Kaynakça

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