The Relationship between TPACK and Self-Efficacy of the English Teachers of Gifted Students in Science and Art Centres: A Sample of Türkiye

Yıl 2024, Cilt: 11 Sayı: 2, 117 - 134, 01.03.2024

Tugba Aydın Yıldız

https://doi.org/10.17275/per.24.22.11.2

Öz

Modern technology has been incorporated into all the aspects of daily life. The relevant changes are transforming our routines and are being integrated into our lives at varied speeds. This transition is also having an impact on teaching and learning practices. To integrate the aforementioned changes into their everyday practices, substantial effort has been invested by the participants within these contexts, namely, the students and their teachers. The necessity for proficiency in technology tools and applications, coupled with the exploration of whether there exists any correlation between technological pedagogical content knowledge (TPACK) levels and self-efficacy levels, stands as a phenomenon that warrants examination in literature. Although previous studies succeeded to emerge TPACK level of English language teachers from different backgrounds, it was aimed to fill the gap for those (124) of gifted students through the current study. A case study was used; also, TPACK-EFL survey and the English Self-Efficacy Belief Scale were preferred as the instruments. The results indicated that the TPACK level of English language teachers of gifted students was quietly high, and they were aware of instructional strategies, student engagement, and classroom management from the perspective of self-efficacy within four language skills such as; reading, writing, listening and speaking.

Anahtar Kelimeler

gifted students, TPACK of language teachers, self-efficacy

Kaynakça

• Aniq, L. N., & Drajati, N. A. (2019). Investigating EFL teachers’ perceptions on their TPACK development: How EFL teachers view seven domains on TPACK framework. Leksika: Jurnal Bahasa, Sastra dan Pengajarannya, 13(2), 95-101. https://doi.org/10.30595/lks.v13i2.5649.
• Askar, P., & Umay, A. (2001). Preservice elementary mathematics teachers’ computer self-efficacy, attitudes towards computers, and their perceptions of computer-enriched learning environments. In Society for Information Technology & Teacher Education International Conference (pp. 2262-2263). Association for the Advancement of Computing in Education (AACE).
• Atal, D., & Usluel, Y. K. (2011). Elementary school students’ use of technology in and out of school. Hacettepe University Journal of Education, 41, 24–35.
• Ayaz, C. (2016). Examination of teachers' lifelong learning tendencies in terms of some variables [Master's Thesis]. Bartın University, Bartın.
• Aydın, B. (2001). Konuşma ve yazma derslerinde yabancı dil öğrenimindeki kaygı nedenleri [A study of sources of foreign language classroom anxiety in speaking and writting classes]. [Doctoral Dissertation]. Ankara University, Ankara.
• Baltaci Göktalay, Ş., Yıldız. E., & Yılmaz. İ. (2019). Examining teachers' attitudes towards virtual reality. Asos Publishing, Elazığ.
• Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147.
• Bandura, A. (1997). Self efficacy: The exercise of control. Freeman, New York.
• Baser, D., Kopcha, T. J., & Ozden, M. Y. (2016). Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language. Computer Assisted Language Learning, 29(4), 749-764. https://doi.org/10.1080/09588221.2015.1047456.
• Bates, A. T. (2005). Technology, e-learning and distance education. Routledge.
• Bayne, S., & Ross, J. (2011). ‘Digital native’and ‘digital immigrant’discourses: A critique. In R. Land & S. Bayne (Eds.), Digital difference: Perspectives on online learning (pp.159-169). Sense, The Netherlands, Rotterdam.
• Black, A. (2010). Gen Y: Who they are and how they learn. Educational Horizons, 88(2), 92-101.
• Bozdogan, D., & Özen, R. (2014). Use of ICT Technologies and Factors Affecting Pre-Service ELT Teachers' Perceived ICT Self-Efficacy. Turkish Online Journal of Educational Technology-TOJET, 13(2), 186-196.
• Büyükduman, F. İ. (2006). İngilizce öğretmen adaylarının, ingilizce ve öğretmenlik becerilerine ilişkin özyeterlik inançları arasındaki ilişki [The relationship between english teacher candidates' self-efficacy beliefs in English and teaching skills]. [Doctoral Dissertation]. Yıldız Teknik University, İstanbul.
• Cahyono, B. Y., Kurnianti, O. D., & Mutiaraningrum, I. (2016). Indonesian EFL teachers’ application of TPACK in in-service education teaching practices. International Journal of English Language Teaching, 4(5), 16-30.
• Chen, R. J. (2010). Investigating models for preservice teachers’ use of technology to support student-centered learning. Computers and Education, 55, 32–42. https://doi.org/10.1016/j.compedu.2009.11.015
• Christensen, R., & Knezek, G. (2018). Reprint of readiness for integrating mobile learning in the classroom: Challenges, preferences and possibilities. Computers in human Behavior, 78, 379-388. https://doi.org/10.1016/j.chb.2017.07.046.
• Cubukcu, F. (2008). A study on the correlation between self efficacy and foreign language learning anxiety. Online Submission, 4(1), 148-158.
• Çakır, Ö., & Alıcı, D. (2009). Seeing self as others see you: Variability in self efficacy ratings in student teaching. Teachers and Teaching: Theory and Practice, 15(5), 541-561. https://doi.org/10.1080/13540600903139555.
• Çam, M. (2020). Examining the teaching methods used by English teachers and their techno pedagogical education competencies. [Master's Thesis]. Balıkesir University, Balıkesir.
• Demir, S., Özmantar, M. F., Bingölbali, E., & Bozkurt, A. (2011). Sınıf öğretmenlerinin teknoloji kullanımlarının irdelenmesi [An investigation of elementary teachers’ use of technology]. In Z. Genç (Ed.), 5th International Computer & Instructional Technologies Symposium (pp. 922–928). Elazığ: Fırat University. Retrieved September 9, 2023 from http://web.firat.edu.tr/icits2011/icits2011ProceedingBook.pdf.
• Dousay, T. A., & Weible, J. L. (2019). Build-a-bug workshop: Designing a learning experience with emerging technology to foster creativity. TechTrends, 63(1), 41-52.
• Duman, B. A. (2007). Lise öğrencilerinin ingilizce’ye yönelik özyeterlik algı puanlarının cinsiyete, alanlara ve farklı düzeylere göre ingilizce başarısını yordama gücü [The predictive power of high school students' english self-efficacy perceptions on english achievement across gender, fields of study, and different proficiency levels]. [Master's Thesis]. Yıldız Teknik University, İstanbul.
• Eslami, Z. R., & Fatahi, A. (2008). Teachers' Sense of Self-Efficacy, English Proficiency, and Instructional Strategies: A Study of Nonnative EFL Teachers in Iran. Tesl-Ej, 11(4), n4.
• Fai, F., & Von Tunzelmann, N. (2001). Industry-specific competencies and converging technological systems: Evidence from patents. Structural change and economic dynamics, 12(2), 141-170. https://doi.org/10.1016/S0954-349X(00)00035-7.
• Ferrari, A. (2012). Digital competence in practice: An Analysis of frameworks. Retrieved September 23, 2023 from https://publications.jrc.ec.europa.eu/repository/bitstream/ JRC83167/lb-na-26035-enn.pdf.
• Giles, R. M., & Kent, A. M. (2016). An investigation of preservice teachers’ self-efficacy for teaching with technology. Asian Education Studies, 1(1), 32.
• Gómez-Trigueros, I. M., & Yáñez de Aldecoa, C. (2021). The digital gender gap in teacher education: The TPACK framework for the 21st century. European Journal of Investigation in Health, Psychology and Education, 11(4), 1333-1349.
• Güç, F. (2019). Self efficacy beliefs of Turkish EFL learners and the relationship between self efficacy and academic achievement. [Master's Thesis], Pamukkale University, Denizli.
• Hocaoğlu, N., and Akkuş-Baysal, E. (2019). Nicel araştırma modelleri-desenleri [Quantitative research models-designs]. G. Ocak (Ed.), Eğitimde Bilimsel Araştırma Yöntemleri (pp. 66-125). Ankara: Pegem.
• Kılıç, Ş., & Özkan, T. K. (2022). BİLSEM Öğretmenlerinin eğitim teknolojisi öz yeterliği üzerine bir çalişma [A study on educational technology self-efficiency of SAC teachers]. International Journal of Education Science and Technology, 8(3), 165-190.
• Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of educational Psychology, 102(3), 741.
• Koçak, Ö. (2013). Teacher attitudes towards LCD panel interactive whiteboard applications within the scope of FATIH Project (Erzincan province example) [Master's Thesis]. Ataturk University, Erzurum.
• Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131–152. https://doi.org/ 10.2190/0EW7-01WB-BKHLQDYV.
• Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
• Kozikoğlu, İ., & Babacan, N. (2019). The investigation of the relationship between Turkish EFL teachers' technological pedagogical content knowledge skills and attitudes towards technology. Journal of Language and Linguistic Studies, 15(1), 20-33. https://doi.org/10.17263/jlls.547594.
• Krumsvik, R. J. (2008). Situated learning and teachers’ digital competence. Education and Information Technologies, 13(4), 279–290. https://doi.org/ 10.1007/s10639-008-9069-5.
• Lavelle, E. (2006). Teachers' self-efficacy for writing. Electronic Journal of Research in Educational Psychology, 4(1), 73-84.
• Livingstone, S., Haddon, L., Görzig, A., & Ólafsson, K. (2011). Risks and safety on the internet. The perspective of European children: full findings and policy implications from the EU Kids Online survey of 9-16 year olds and their parents in 25 countries. London: EU Kids Online Network Retrieved September 24, 2023 from http://eprints.lse.ac.uk/33731/1/Risks and safety on the internet%28lsero%29.pdf
• Moore-Hayes, C. (2011). Technology integration preparedness and its influence on teacher-efficacy. Canadian journal of learning and technology, 37(3).
• Nazari, N., Nafissi, Z., Estaji, M., & Marandi, S. S. (2019). Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development. Cogent Education, 6(1), 1-26. https://doi.org/10.1080/2331186X.2019.1632010
• Özbek, A. (2014). Investigation of the effect of teachers' innovativeness levels on TPACK competencies. [Master's Thesis]. Necmettin Erbakan University, Konya.
• Öztürk, H. S. (2017). Examining the relationships between teachers' techno-pedagogical content knowledge (TPACK) levels, students' self-efficacy and academic achievement. [Doctoral Dissertation]. Necmettin Erbakan University, Konya.
• Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow’s teachers to teach with technology. Teaching and Teacher Education, 26 (4), 863-870. https://doi.org/10.1016/j.tate.2009.10.024.
• Prensky, M. (2001). The games generations: How learners have changed. Digital game-based learning, 1(1), 1-26.
• Seifert, K., & Sutton, R. (2009). Educational psychology. Global Text, Zurich.
• Shmais, W. A. (2003). Language learning strategy use in Palestine. The Electronic Journal for English as a Second Language. 7 (2), 1-13. Retrieved July 28, 2023 from http://www.tesl-ej.org/wordpress /issues/volume7/ej26/ej26a3.
• Siew, M., & Wong, L. (2005). Language learning strategies and language self-efficacy: Investigating the relationship in Malaysia. RELC Journal. 36(3), 245–269. https://doi.org/10.1177/0033688205060050.
• Solak, E., & Çakır, R. (2014). Examining preservice EFL teachers' TPACK competencies in Turkey. Journal of Educators Online, 11(2), 1-22.
• Somyürek, S., & Karabulut Çoşkun, B. (2013). Digital competence: Is it an innate talent of the new generation or an ability that must be developed? British Journal of Educational Technology, 44(5), 63-66. https://doi.org/10.1111/bjet.12044.
• Stoergers, S. (2009). The digital melting pot: Bridging the digital native-immigrant divide. First Monday, 14(7). https://doi.org/ 10.5210/fm.v14i7.2474.
• Taopan, L. L., Drajati, N. A., & Sumardi, S. (2020). TPACK framework: Challenges and opportunities in EFL classrooms. Research and Innovation in Language Learning, 3(1), 1-22. https://doi.org/10.33603/RILL.V3I1.2763.
• Thompson, A. D., & Mishra, P. (2007). Editors' remarks: Breaking news: TPCK becomes TPACK! Journal of Computing in Teacher Education, 24(2), 38-64. https://doi.org/10.1080/10402454.2007.10784583.
• Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers and Education, 59(1), 134–144. https://doi.org/ 10.1016/j.compedu.2011.10.009.
• Tschannen-Moran, M., & Woolfolk Hoy, A. E. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17 (7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1.
• Tuncer, M., & Akmençe, A. E. (2019). Lise öğrencilerinin ingilizce dili öz yeterlik inançlarının araştırılması [Investigation of high school students' self-efficacy beliefs in English]. Electronic Journal of Education Sciences, 8 (16), 97-111.
• Türker, M. S. (2020). Investigation of technological pedagogical content knowledge of those who teach Turkish as a foreign language in terms of various variables. International Journal of Turkish Literature, Culture and Education, 9(1), 271-292.
• Venkatesh, V., Morris, M. G., & Ackerman, P. L. (2000). A longitudinal field investigation of gender differences in individual technology adoption decision-making processes. Organizational behavior and human decision processes, 83(1), 33-60.
• Vural, H. (2020). English speaking self-efficacy and its relations with personality traits. Konińskie Studia Językowe, 8(1), 31-52.
• Vural, H. (2023). Mentoring and its Significance in the Formation of Translators' Self-Efficacy Perceptions. Participatory Educational Research, 10(6), 1-13.
• Wang, C. (2004). Self regulated language learning stratejies and self efficacy beliefs of children learning ESL. [Doctoral Dissertation]. Ohio State University, USA.
• Woodrow, J. L. (2006). A model of adaptive language learning. The Modern Language Journal, 90(3), 297–320. https://doi.org/10.1111/j.1540-4781.2006.00424.x
• Yanar, B. H., & Bümen, N. T. (2012). İngilizce ile ilgili özyeterlik inancı ölçeğinin geliştirilmesi [Developing a self-efficacy scale for English]. Kastamonu Education Journal, 20(1), 97-110.
• Yılmaz, C. (2010). The relationship between language learning strategies, gender, proficiency and self-efficacy beliefs: a study of ELT learners in Turkey. Procedia-Social and Behavioral Sciences, 2(2), 682-687.