SANAL ÖĞRENME ORTAMLARIYLA DESTEKLENEN LABORATUVAR UYGULAMALARININ ÖĞRETMEN ADAYLARININ EĞİTİM TEKNOLOJİSİ ÖZYETERLİKLERİNE ETKİSİ

Abstract

Eğitim-öğretim sürecine nitelikli teknoloji entegrasyonunu gerçekleştirmenin sorumluluğuna sahip öğretmenlerin gerekli bilgi ve becerilerle donanması önemlidir. Öğretmen adaylarının katılımının sağlandığı entegrasyon uygulamalarının gerçekleştirilmesi deneyim kazanmaları açısından katkı sağlayacaktır. Bu nedenle çalışmada, sanal öğrenme ortamlarıyla desteklenen fizik laboratuvar uygulamalarının öğretmen adaylarının eğitim teknolojilerine yönelik özyeterliklerine etkisinin incelenmesi amaçlanmıştır. Araştırmada tek grup öntest-sontest modeli kullanılmıştır. Çalışma grubunu bir devlet üniversitesinde öğrenim gören 10 erkek ve 18 kadın fizik öğretmeni adayı oluşturmuştur. Veriler “Eğitim Teknolojisi Standartlarına Yönelik Öz-Yeterlik Ölçeği (ETSYÖ)” ölçeğinin ön ve sontest olarak uygulanmasıyla elde edilmiştir. Yapılan analizler sonucunda öğretmen adaylarının öntest ve sontest özyeterlik puanları arasında istatiksel olarak anlamlı bir farklılık çıkmamıştır ve ölçeğin alt faktörleri açısından da benzer sonuç elde edilmiştir. Erkek ve kadın adayların öntest özyeterlik puanlarına göre anlamlı bir farklılık çıkmazken sontest puanlarına göre kadın öğretmen adayların lehine anlamlı bir farklılık çıkmıştır.

Keywords

• Eğitim teknolojileri özyeterliği
• öğretmen adayı
• sanal öğrenme ortamı

The Effect of Laboratory Practices Supported by Virtual Learning Environments on Educational Technology Self-Efficiencies of Teacher Candidates

Abstract

It is important that teachers, who are responsible for the qualified integration of technology into the education process, should be equipped with the necessary knowledge and skills. Implementation of technology integration practices with the participation of teacher candidates will contribute to gaining experience. Therefore, in this study, it is aimed to examine the effect of physics laboratory applications supported by virtual learning environments on the self-efficacy of teacher candidates towards educational technologies. The one group pre-test post-test design was used in the study. The study group consisted of 10 male and 18 female physics teacher candidates studying at a state university. The data were obtained by applying the "Education Technology Standards Self-Efficacy (ETSSE) Scale" as the pre-test and post-test. As a result of the analysis, there was no statistically significant difference between the pre-test and post-test self-efficacy scores of the pre-service teachers and similar results were obtained in terms of the sub-factors of the scale. While there was no significant difference according to the pre-test self-efficacy scores of male and female candidates, there was a significant difference in favour of female teacher candidates according to the post-test scores.

Keywords

• Educational technologies self-efficacy
• teacher candidate
• virtual learning environment

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