jlere Dil Eğitimi ve Araştırmaları Dergisi 2149-5602 2149-5602 Hakan ÜLPER 10.31464/jlere.1432879 Applied Linguistics and Educational Linguistics Uygulamalı Dilbilim ve Eğitim Dilbilimi İngilizce Öğretmen Adaylarının Dijital Okuryazarlık ve TPACK Seviyeleri Arasındaki İlişkinin İncelenmesi Investigating the Relationship between Digital Literacy and TPACK Levels of Pre-Service English Teachers https://orcid.org/0000-0003-2366-4857 Pehlevan İpek YILDIZ TECHNICAL UNIVERSITY https://orcid.org/0000-0002-6345-6430 Ünal Burcu YILDIZ TEKNİK ÜNİVERSİTESİ 05 06 2024 10 1 87 111 02 06 2024 04 29 2024 Copyright © 2015, Dil Eğitimi ve Araştırmaları Dergisi 2015 Dil Eğitimi ve Araştırmaları Dergisi

Bu karma yöntemler çalışması, Türk devlet üniversitesindeki İngilizce öğretmen adaylarının dijital okuryazarlık ile Teknolojik Pedagojik İçerik Bilgisi (TPACK) seviyeleri arasındaki ilişkiyi araştırır.. Çalışma, 118 son ve 3. sınıf öğrencisi katılımcıyla, nicel veriler için Dijital Okuryazarlık Ölçeği ve TPACK-Derinlik Ölçeği'ni kullanılarak, nitel veriler için odak grup görüşmeleri kullanılarak yapılmıştır. Genel olarak, öğretmen adaylarının TPACK ve dijital okuryazarlık düzeylerinin yüksek olduğu, ancak orta düzeyde bir yetkinlik seviyesi bulunduğu ortaya çıkmıştır. Anketin Etik alt boyutunda kadınlar daha yüksek puan almıştır. Eğitim teknolojisi eğitimi alan ve almayan katılımcılar arasında önemli farklılıklar ortaya çıkmıştır ve bu durum dijital okuryazarlık, TPACK, çaba ve yetkinlik üzerinde etkilidir. Pearson korelasyon analizi, dijital okuryazarlık ile TPACK arasında pozitif bir ilişki olduğunu ve regresyon analizi, dijital okuryazarlığın TPACK'ın bir yordayıcısı olarak tanımlandığını ortaya koymuştur. Nitel bulgular, İngilizce öğretmen adaylarının dijital yeterlilik ve TPACK algılarını sunmaktadır.dijital okuryazarlık, İngilizce öğretmen adayları, TPACK, dijital yetkinlik

This mixed methods study explores the correlation between digital literacy and Technological Pedagogical Content Knowledge (TPACK) among pre-service English teachers at a Turkish state university. With 118 junior and senior participants, the study employs the Digital Literacy Scale and TPACK-Deep Scale for quantitative data, supplemented by focus group interviews for qualitative insights. Overall, pre-service teachers exhibited high TPACK and digital literacy levels, except for a medium proficiency level. Females scored higher in ethics. Significant differences emerged among participants with and without educational technology training, impacting digital literacy, TPACK, exertion, and proficiency. Pearson correlation analysis established a positive relationship between digital literacy and TPACK, with regression analysis identifying digital literacy as a predictor of TPACK. Qualitative findings underscore pre-service EFL teachers' perceptions of digital competence and TPACK.digital literacy ,TPACK, digital competence , pre-service English teachers

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