Öğretmen Adaylarının Öğretimde Teknoloji Kullanım Yeterliliklerinin Teknolojik Pedagojik İçerik Bilgisi Kuramsal Perspektifinden İncelenmesi/ The Investigation Of Preservice Teachers' Technology Integration Competencies From Technological Pedagogical Cont

Öz

Bu çalışmanın amacı, öğretmen adaylarının Teknolojik Pedagojik İçerik Bilgisi (TPİB) kuramsal yapısı içerisinde tanımlanan, öğretim ortamında etkin teknoloji kullanımı konusundaki yeterliliklerini araştırmaktır. TPİB kuramsal yapısı içerisinde tanımlanan toplam 7 alt bilgi alanı konusunda öğretmen adaylarının hangi düzeyde yeterli olduğu ve bu bilgi alanları arasında kuramsal olarak ileri sürüldüğü gibi ilişkilerin mevcut olup-olmadığı araştırılmıştır. Elde edilen veriler incelendiğinde öğretmen adaylarının pedagojik yönden kendilerini daha hazırlıklı bulurken diğer bilgi alanlarında genel olarak bir kararsızlığın ortaya çıktığı görülmektedir. Çalışmaya katılan öğretmen adaylarının meslek hayatlarında teknolojiyi etkin bir biçimde kullanabilmeleri için bilgi ve tecrübe açısından kendilerini yeterli görmedikleri sonucu bu çalışmanın en önemli bulgularındandır. Ayrıca, bu çalışma ile kuramsal yapıda ele alındığı gibi temel bilgi alanlarının (PB, TB, İB) etkileşiminden ortaya çıkan TPB, TİB, PİB bilgi alanlarının, TPİB oluşumunda temel bilgi alanlarına göre daha güçlü bir etkiye sahip olduğu tespit edilmiştir. Ayrıca, bu araştırmanın sonuçlarından biri olarakta,  çalışmada kullanılan ölçeğe ait kapsam geçerliliğinin sorgulanması gerektiği ortaya çıkmaktadır.

Anahtar Kelimeler: Teknolojik Pedagojik İçerik Bilgisi, Pedagojik İçerik Bilgisi, TPİB Ölçeği, Öğretmen Adaylarının TPİB Görüşleri.

Abstract

The main purpose of this study was to investigate preservice teachers' technology integration competencies based on Technological Pedagogical Content Knowledge (TPACK) theoretical framework. Participants' thoughts on technology integration were collected through the TPACK instrument developed by Schmidt et al. (2010). Collected data were analyzed through different statistical procedures. The data were analyzed based on 7 different knowledge basis defined in TPACK framework. The results showed that while preservice teachers feel adequate on pedagogical issues, they were mostly not confident in other knowledge basis. The overall results suggest that participants felt not adequate on effective technology use in teaching as described in TPACK. In addition, as the second purpose, the data were also analyzed to see if the relationship among 7 knowledge basis (i.e. TK, PK, CK, TPK) with TPACK knowledge base was existed as theoretically defined. In this regard, data revealed that knowledge basis (TPK, PCK, TCK) emerged from core knowledge basis (TK, PK, CK) had stronger impact on development of TPACK knowledge base, which was theoretically expected.

Key Words:Technological Pedagogical Content Knowledge, TPİB Scale, Preservice Teachers and TPİB.

Anahtar Kelimeler

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Kaynakça

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