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Early Chilhood Teachers’ and Pre-service Teachers’ Information and Communication Skills and Technological Content Knowledge

Year 2023, Volume: 12 Issue: 2, 281 - 291, 25.06.2023

Mine Nur Deniz Canan Avcı

https://doi.org/10.30703/cije.1131414
Cited By: 1

Abstract

With the rapid development of information and communication technologies (ICT), technological pedagogical content knowledge (TPACK) has become a necessity for 21st century teachers to be able to integrate technology into education in all fields and grades. In line with this requirement, the number of studies on evaluating and associating TPACK and ICT skills of teachers and pre-service teachers has increased in recent years. However, early childhood teachers and/or pre-service teachers were rarely included in these studies. Therefore, the current study aims to compare early childhood teachers’ TPACK and ICT self-efficacy perceptions with pre-service teachers’ self-efficacy perceptions, and to examine whether the participants’ ICT skills are a significant predictor of their TPACK, after controlling for their occupational status, years of computer use, and prior ICT training. The data of the research were obtained from 141 participants, 64 of whom were teachers and 77 of whom were pre-service teachers via an online survey in the spring of the 2020-2021 academic year. It was found that TPACK self-efficacy perceptions of teachers were significantly higher than those of pre-service teachers and participants' ICT self-efficacy were a significant predictor of their TPACK self-efficacy. The findings were discussed in the light of the literature.

Keywords

technological pedagogical content knowledge information and communication technologies early childhood teachers early childhood pre-service teachers self-efficacy

References

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  • Aktürk, A. O. ve Öztürk, H. S. (2019). Teachers' TPACK levels and students' self-efficacy as predictors of students’ academic achievement. International Journal of Research in Education and Science, 5(1), 283-294. https://bit.ly/3oLxlB6
  • Albayrak Sarı, A., Canbazoğlu Bilici, S., Baran, E. ve Özbay, U. (2016). Farklı branşlardaki öğretmenlerin teknolojik pedagojik alan bilgisi (TPAB) yeterlikleri ile bilgi ve iletişim teknolojilerine yönelik tutumları arasındaki ilişkinin incelenmesi. Eğitim Teknolojisi Kuram ve Uygulama, 6(1), 1-21. https://doi.org/10.17943/etku.11643
  • Altun, D. (2019). Investigating pre-service early childhood education teachers’ Technological Pedagogical Content Knowledge (TPACK) competencies regarding digital literacy skills and their technology attitudes and usage. Journal of Education and Learning, 8(1), 249–263. https://doi.org/10.5539/jel.v8n1p249
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Okul Öncesi Öğretmenlerinin ve Öğretmen Adaylarının Bilgi ve İletişim Teknolojileri Becerilerine ve Teknolojik Pedagojik Alan Bilgilerine Yönelik Özyeterlikleri

Year 2023, Volume: 12 Issue: 2, 281 - 291, 25.06.2023

Mine Nur Deniz Canan Avcı

https://doi.org/10.30703/cije.1131414
Cited By: 1

Abstract

Bilgi ve iletişim teknolojilerinin (BİT) hızlı gelişimi ile teknolojik pedagojik alan bilgisi (TPAB), 21. yüzyıl öğretmenlerinin tüm alanlarda ve eğitim kademelerinde teknolojiyi eğitime entegre edebilmeleri için bir gereklilik haline gelmiştir. Bu gerekliliğe paralel olarak öğretmenlerin ve öğretmen adaylarının TPAB ve BİT becerilerini değerlendirmeye ve ilişkilendirmeye yönelik çalışmaların sayısı son yıllarda giderek artmıştır. Ancak bu çalışmalarda okul öncesi öğretmenleri ve/veya öğretmen adaylarına nadiren yer verilmiştir. Bu nedenle güncel çalışma, okul öncesi öğretmenlerinin TPAB ve BİT becerilerine yönelik özyeterlik algılarını öğretmen adaylarının öz-yeterlik algıları ile karşılaştırmayı ve BİT becerilerinin TPAB’lerinin anlamlı bir yordayıcısı olup olmadığını, mesleki durum, bilgisayar kullanma süresi ve BİT ile ilgili eğitim alma durumlarını kontrol ederek incelemeyi amaçlamaktadır. Araştırmanın verileri 2020-2021 eğitim-öğretim yılı bahar döneminde 64’ü öğretmen 77’si öğretmen adayı olmak üzere 141 katılımcıdan çevirimiçi bir anket aracılığıyla elde edilmiştir. Analizler sonucunda öğretmenlerin TPAB özyeterlik algılarının öğretmen adaylarından anlamlı olarak daha yüksek olduğu ve katılımcıların BİT becerilerine yönelik özyeterlik algılarının, TPAB özyeterlik algılarının anlamlı bir yordayıcısı olduğu bulunmuştur. Elde edilen bulgular alanyazın ışığında tartışılmıştır.

Keywords

Teknolojik pedagojik alan bilgisi Bilgi ve iletişim teknolojileri Okul öncesi öğretmenleri okul öncesi öğretmen adayları Özyeterlik

References

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  • Albayrak Sarı, A., Canbazoğlu Bilici, S., Baran, E. ve Özbay, U. (2016). Farklı branşlardaki öğretmenlerin teknolojik pedagojik alan bilgisi (TPAB) yeterlikleri ile bilgi ve iletişim teknolojilerine yönelik tutumları arasındaki ilişkinin incelenmesi. Eğitim Teknolojisi Kuram ve Uygulama, 6(1), 1-21. https://doi.org/10.17943/etku.11643
  • Altun, D. (2019). Investigating pre-service early childhood education teachers’ Technological Pedagogical Content Knowledge (TPACK) competencies regarding digital literacy skills and their technology attitudes and usage. Journal of Education and Learning, 8(1), 249–263. https://doi.org/10.5539/jel.v8n1p249
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  • Chai, C. S., Koh, J. H. L. ve Tsai, C.-C. (2010). Facilitating preservice teachers' development of technological, pedagogical, and content knowledge (TPACK). Journal of Educational Technology & Society, 13(4), 63-73. https://www.jstor.org/stable/10.2307/jeductechsoci.13.4.63
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Details

Primary Language Turkish
Journal Section Research Article
Authors

Mine Nur Deniz 0000-0003-4620-3244

Canan Avcı 0000-0002-9313-4977

Publication Date June 25, 2023
Published in Issue Year 2023Volume: 12 Issue: 2

Cite

APA Deniz, M. N., & Avcı, C. (2023). Okul Öncesi Öğretmenlerinin ve Öğretmen Adaylarının Bilgi ve İletişim Teknolojileri Becerilerine ve Teknolojik Pedagojik Alan Bilgilerine Yönelik Özyeterlikleri. Cumhuriyet Uluslararası Eğitim Dergisi, 12(2), 281-291. https://doi.org/10.30703/cije.1131414

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