The Effect of Instructional Technology and Material Design Course to Teacher Candidates’ Gaining of Technological Pedagogical Content Knowledge Competencies

Year 2015, Volume: 2 Issue: 1, 44 - 56, 30.04.2015

Süleyman Burak Tozkoparan Muhammet Emre Kılıç Ertuğrul Usta

https://doi.org/10.17275/per.14.19.2.1

Cited By: 2

Abstract

The aim of this study is to determine Technological Pedagogical Content
Knowledge (TPACK) Competencies of teacher candidates in Turkish
Teaching department of Mevlana (Rumi) University and the effect of
Instructional Technology and Material Design (ITMD) Course on TPACK.
The study is a study of quantitative type and single-group pretest-posttest
experimental design has been used. The study has been conducted in the
spring semester of 2013/2014 academic year, candidates who are studying
in 2nd class of Turkish teaching department in Education Faculty of
Mevlana (Rumi) University. In this study, Sahin (2011)’s Technological
Pedagogical Content Knowledge (TPACK) Survey has been used. The
survey is a 5 point likert type survey and it has 47 items in total. This survey
has been applied as pre-test in the classroom to the students who
participated in the study. After a period of 10 weeks, the same survey has
been applied again to the same students as post-test and thus, pre-test/posttest data has been obtained for the study. According to the findings of the
study, TPACK levels of Turkish teacher candidates who participated in the
study have been differentiated significantly in terms of all the subscales of
the survey. In the light of this study, it can be said that TPACK model plays
a leading role on the subject of teachers’ needs about technology, pedagogy
and content in order to ensure professional development of teachers

Keywords

TPACK, Preservice Teacher Education, ICT Integration

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