Investigation of Pre-service Teachers' Techno-pedagogical Skills and Lifelong Learning Tendencies

Yıl 2019, Cilt: 6 Sayı: 2, 78 - 92, 01.12.2019

Şener Şentürk

https://doi.org/10.17275/per.19.14.6.2

Cited By: 2

Öz

In this study, it is aimed to investigate the relationship between life-long learning tendencies and Technological Pedagogical Content Knowledge of the teacher candidates. The design of the study is based on the correlational survey model. The participants of the study are 271 senior teacher candidates studying at Ondokuz Mayıs University Education Faculty in 2018-2019 academic period. Purposeful sampling method was used in the study. Our first result indicates that there is no significant difference in terms of gender for Techno-pedagogical Education Competency of the teacher candidates and regarding its sub-dimensions yet there is a significant difference for Lifelong Learning Tendency of teacher candidates in favor of females in the context of Independent Samples T- Tests. Furthermore, One-Way ANOVA tests show that there are significant differences for all the sub-dimensions of “Techno-pedagogical Education Competency” as well as for its whole structure and along with that, “Lifelong Learning Tendency” of teacher candidates display differences at least between two groups as regards to their departments. In this study, it is found out that there is a moderate correlation between Techno-pedagogical Education Competency and Lifelong Learning Tendency levels of teacher candidates. There are also moderate correlations with the sub-dimensions of Techno-pedagogical Education Competency and Lifelong Learning Tendency given as Exertion, Ethics, Proficiency and Design with Lifelong Learning Tendency of teacher candidates. 

Anahtar Kelimeler

Pedagogical Education Competency, Lifelong Learning Tendency, Teacher Candidates

Kaynakça

• Akgün, F. (2013). Pre-service teachers’ web pedagogical content knowledge and relationship between teachers’ perception of self-efficacy. Trakya University Journal of Education 3(1), 48-58.
• Akpınar, Y. (2003). The impact of higher education on the use of new information technologies by teachers: the case of İstanbul schools. The Turkish Online Journal of Educational Technology – TOJET. 2 (2), 79-96.
• Arcagök, S. & Şahin, Ç (2014). Examination of the teachers’ lifelong learning competences levels in terms of some variables. Adıyaman University Journal of the Institute of Social Sciences (16), 394-417.
• Arulampalam, W., Booth, A. L., & Bryan, M. L. (2004). Training in Europe. Journal of the European Economic Association, 2(2-3), 346:60.
• Ayaz, C. (2016). The analysis of Lifelong learning tendencies of teachers in terms of some veriables. Unpublished Master Thesis. Bartın University Institute of Educational Sciences, Bartın.
• Bilir, M. (2006). Lifelong learning as a requirement of professional development. F. Sayılan and A. Yıldız (Publication), Lifelong Learning: Symposium Proceedings and Discussions (s. 152-162). Ankara: Pegem A Publising.
• Chai, C.S., Koh, J. H., & Tsai, C. (2011). Exploring the factor structure of the constructs of technological, pedagogical, content knowledge (TPAC). The Asia-Pacific Education Researcher, 20(3), 595-603.
• Chang,D-F. Wu, M-L. Lin, S-P. (2012). Adults Engaged in Lifelong Learning: Analysis by Gender and Socioeconomic Status, Australian Journal of Adult Learning, 52(2), 310-336.
• Chłoń-Domińczak, A. Lis, M. (2013). Does Gender Matter For Lifelong Learning Activity?, Neujobs Working Paper. Institute for Structural Research (IBS)
• Cresswell, JW. & Plano Clark, VL. (2011). Designing and conducting mixed method research. 2nd Sage; Thousand Oaks, CA.
• Coşkun, D. Y. (2009). Investigation of Lifelong learning tendency of undergraduate students? in terms of some variables. Unpublished doctoral dissertation. Hacettepe University, Ankara.
• Demirel, M. & Akkoyunlu, B. (2010). Pre-service teachers' lifelong learning tendencies and information literacy self-efficacy perceptions. 10th International Educational Technology Conference, Boğaziçi University, İstanbul.
• Evin Gencel, Ġ. (2013). Prospective teachers’ perceptions towards lifelong learning competencies. Education and Science. 38 (170), 237-252.
• Gömleksiz, M. N. & Fidan, E. K. (2011). Self-efficacy perception levels of prospective teachers' enrolled at pedagogical formation course toward web pedagogical content knowledge. Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic, 6(4), 593-620.
• Gunawardena, C, Rasanayagam, Y, Leitan, T, Bulumulle, K, & Dort A A-V (2006). ‘Quantitative and qualitative dimensions of gender equity in Sri Lankan higher education’, Women’s Studies International Forum, 29, 562-571.
• Gündoğan, N. (2003). “Lifelong learning” as a tool of employment policy in the EU member states and some sample programs and practices. Journal of Public-Labor Law and Economics. 7(2), 1-14.
• Gregg, J.P. (1996). Psychological implications and personal perceptions of lifelong learning adults in life satisfaction and self-esteem. Unpublished doctoral dissertation, Wayne University, USA.
• Horzum, M. B. (2011). Adaptation of web pedagogical content knowledge survey to Turkish. Elementary Education Online, 10 (1), 257-272.
• Jang, S., & Tsai, M. (2012). Exploring the TPACK of Taiwanese elementary mathematics and science teachers with respect to use of interactive whiteboards. Computers & Education, 59(2), 327-338.
• Johnson, B., & Christensen, L. (2014). Educational research (quantitative, qualitative and mixed approaches). (S. B. Demir, Çev.). Ankara: The train Book.
• İşigüzel, B. (2014). Determınıng the level of proficiency in Techno-pedagogical knowledge competencies of pre-service German teachers. Journal of International Social Research, 7(34), 768-778.
• İzci, E., & Koç, S. (2012). The evaluation of the teacher candidates’ views on the Lifelong learning. Adıyaman University Journal of Institute of Social Sciences, 5(9). 101-114.
• Kabakcı Yurdakul, I., Odabaşı, H. F., Kılıçer, K., Çoklar, A. N., Birinci, G., & Kurt, A. A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58 (3), 964–977. doi:10.1016/j.compedu.2011.10.012
• Karasar, N. (2009). Scientific research method. Ankara: Nobel Publishing.
• Kaya, Z., Özdemir, T. Y., Emre, G., & Kaya, O. N. (2011). Determination of technological pedagogical content knowledge self-efficacy levels of information technology teacher candidates. Paper presented at the International Computer & Instructional Technologies Symposium, Fırat University, Elazığ, Turkey.
• Kazu, İ. Y. & Erten, P. (2011). The views of elementary pre-service teachers towards web pedagogical content knowledge. 10th National Elementary Teaching Education Symposium. Cumhuriyet University, Sivas, Turkey.
• Koh, J.H.L. & Chai, C.S. (2011). Modeling pre-service teachers’ technological pedagogical content knowledge (TPACK) perceptions: The influence of demographic factors and TPACK constructs. In G. Williams, P. Statham, N. Brown, B. Cleland (Eds.), Changing Demands, Changing Directions. Proceedings ascilite Hobart 2011. (pp.735-746).
• Mulenga, D. & Liang, J-S (2008). ‘Motivations for older adult’s participation in distance education: A study at the National Open University of Taiwan’, International Journal of Lifelong Education, 27(3), 289-314.
• Murat, A. (2013). The opinions of the science preservise teachers on the effects of the Techno-pedagogical knowledge competencies on ICT usage, Unpublished Master's Thesis, https://tez.yok.gov.tr/, Date of access: 09.09.19
• Murat, A. Erten, H. (2018). The use of information and communication technologies of science teacher candidates and their opinions about integration of these technologies in learning- teaching process, Fırat University, Journal of Social Sciences, 28 (1) 61-71
• Özdamlı, F. & Özdam, H. (2014). Life-long Learning Competence Perceptions of the Teachers and Abilities in Using Information-Communication Technologies, Procedia - Social and Behavioral Sciences 182 ( 2015 ) 718 – 725
• Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research. Administration and policy in mental health, 42(5), 533–544. doi:10.1007/s10488-013-0528-y
• Patton MQ. (2002). Qualitative research and evaluation methods. 3rd Sage Publications; Thousand Oaks, CA
• Polat, T. (2018). Examining Technopedagogical knowledge competencies of foreign language teachers in Turkey, Unpublished Master's Thesis, https://tez.yok.gov.tr/, retrieved from 09.09.19
• Quintini, G. (2011). Over-Qualified or Under- Skilled. A review of existing literature. OECD Social, Employment and Migration Working Papers, (121). doi:.http://dx.doi.org/10.1787/5kg58j9d7b6d-en
• Shulman, L.S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4-14
• Suri, H. (2011). Purposeful Sampling in Qualitative Research Synthesis, Qualitative Research Journal, vol. 11, no. 2, pp. 63-75. DOI 10.3316/QRJ1102063. This is a peer-reviewed article
• Şad, S. N. Açıkgül, K. & Delican, K. (2015). Senior preservice teachers’ senses of efficacy on their technological pedagogical content knowledge (TPACK), Journal of Theoretical Educational Science, 8(2), 204-235
• Şahin, M., Akbaşlı, S., & Yanpar, T.Y. (2010). Key competences for lifelong learning: the case of prospective teachers. Educational Research and Reviev. 5(10), 545-556.
• Şimşek, Ö., Demir, S., Bağçeci, B., & Kınay, İ. (2013). Examining Technopedagogical knowledge competencies of teacher trainers in terms of some variables. Ege Journal of Education, 14(1), 1–23
• Tabachnick, B.G., & Fidell, L.S. (2007). Using multivariate statistics, Fifth Edition. Boston: Pearson Education, Inc
• Tinio, V. (2003). ICT in education. ICT for Development, United Nations Development Programme, New York.
• Ünal Bozcan, E. (2010). Use of technology in educational activities. Educational Technology Journal of Research, 1(4), http://www.acarindex.com/dosyalar/makale/acarindex-1423877260.pdf,ate Date of access: 09.09.19
• Yalçın İncik, E. & Akay, C. (2017). A Comprehensive Analysis on Technopedagogical Education Competency and Technology Perception of Pre-service Teachers: Relation, Levels and Views, Contemporary Educational Technology, 8(3), 232-248
• World Bank (2005). World development report 2006: Equity and development, New York: Oxford University Press.
• World Bank (2007). 2007 world development indicators, Washington, DC, World Bank