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

Yıl 2023, Cilt: 12 Sayı: 2, 281 - 291, 25.06.2023

Mine Nur Deniz , Canan Avcı

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

Öz

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.

Anahtar Kelimeler

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

Kaynakça

  • Akgün, F. (2020). Öğretmen adaylarının bilgi ve iletişim teknolojileri yeterlikleri ve bilgi ve bilgi işlemsel düşünme becerilerinin çeşitli değişkenler açısından değerlendirilmesi. Trakya Üniversitesi Sosyal Bilimler Dergisi, 22(1), 629-654. https://doi.org/10.26468/trakyasobed.679581
  • 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
  • Aydoğmuş, M. ve Karadağ, Y. (2020). Öğretmen adaylarının bilgi ve iletişim teknolojileri (BİT) yeterlikleri: Ondokuz Mayıs Üniversitesi örneği. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 16(3), 686-705. https://doi.org/10.17860/mersinefd.715457
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147. https://doi.org/10.1037/0003-066X.37.2.122
  • Briones, C. B. (2018, January). Teachers’ competency on the use of ICT in teaching Physics in the Junior High School. 4th International Research Conference on Higher Education, KnE Social Sciences, 177–204. https://doi.org/10.18502/kss.v3i6.2380
  • Buckenmeyer, J. (2008). Revisiting teacher adoption of technology: research implications and recommendations for successful full technology integration. College Teaching Methods & Styles Journal, 4(6), 7-10. https://doi.org/10.19030/ctms.v4i6.5554
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2018). Bilimsel araştırma yöntemleri. Pegem Akademi Yayıncılık.
  • Cabero, J. ve Barroso, J. (2016). ICT teacher training: A view of the TPACK model. Cultura y Educación, 28(3), 633–663. http://dx.doi.org/10.1080/11356405.2016.1203526
  • 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
  • Chai, C. S., Koh, J. H. L., Tsai, C. C. ve Tan, L. L. W. (2011). Modeling primary school pre-service teachers’ technological pedagogical content knowledge for meaningful learning with information and communication technology. Computers & Education, 57(1), 1184–1193. http://dx.doi.org /10.1016/j.compedu.2011.01.007
  • Chuang, H-H. ve Ho, C-J. (2011). An investigation of early childhood teachers’ technological pedagogical content knowledge (TPACK) in Taiwan. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 12(2), 99-117. https://dergipark.org.tr/en/pub/kefad/issue/59495/855162
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Okul Öncesi Öğretmenlerinin ve Öğretmen Adaylarının Bilgi ve İletişim Teknolojileri Becerilerine ve Teknolojik Pedagojik Alan Bilgilerine Yönelik Özyeterlikleri

Yıl 2023, Cilt: 12 Sayı: 2, 281 - 291, 25.06.2023

Mine Nur Deniz , Canan Avcı

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

Öz

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.

Anahtar Kelimeler

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

Kaynakça

  • Akgün, F. (2020). Öğretmen adaylarının bilgi ve iletişim teknolojileri yeterlikleri ve bilgi ve bilgi işlemsel düşünme becerilerinin çeşitli değişkenler açısından değerlendirilmesi. Trakya Üniversitesi Sosyal Bilimler Dergisi, 22(1), 629-654. https://doi.org/10.26468/trakyasobed.679581
  • 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
  • Aydoğmuş, M. ve Karadağ, Y. (2020). Öğretmen adaylarının bilgi ve iletişim teknolojileri (BİT) yeterlikleri: Ondokuz Mayıs Üniversitesi örneği. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 16(3), 686-705. https://doi.org/10.17860/mersinefd.715457
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147. https://doi.org/10.1037/0003-066X.37.2.122
  • Briones, C. B. (2018, January). Teachers’ competency on the use of ICT in teaching Physics in the Junior High School. 4th International Research Conference on Higher Education, KnE Social Sciences, 177–204. https://doi.org/10.18502/kss.v3i6.2380
  • Buckenmeyer, J. (2008). Revisiting teacher adoption of technology: research implications and recommendations for successful full technology integration. College Teaching Methods & Styles Journal, 4(6), 7-10. https://doi.org/10.19030/ctms.v4i6.5554
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2018). Bilimsel araştırma yöntemleri. Pegem Akademi Yayıncılık.
  • Cabero, J. ve Barroso, J. (2016). ICT teacher training: A view of the TPACK model. Cultura y Educación, 28(3), 633–663. http://dx.doi.org/10.1080/11356405.2016.1203526
  • 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
  • Chai, C. S., Koh, J. H. L., Tsai, C. C. ve Tan, L. L. W. (2011). Modeling primary school pre-service teachers’ technological pedagogical content knowledge for meaningful learning with information and communication technology. Computers & Education, 57(1), 1184–1193. http://dx.doi.org /10.1016/j.compedu.2011.01.007
  • Chuang, H-H. ve Ho, C-J. (2011). An investigation of early childhood teachers’ technological pedagogical content knowledge (TPACK) in Taiwan. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 12(2), 99-117. https://dergipark.org.tr/en/pub/kefad/issue/59495/855162
  • Cin, A. ve Yelken, T. Y. (2019). Ortaokul öğretmenlerinin teknolojik pedagojik alan bilgileri ile bilişim teknolojisi kullanım düzeylerinin incelenmesi. Uluslararası Sosyal Araştırmalar Dergisi, 12(65), 741-755. http://dx.doi.org/10.17719/jisr.2019.3486
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  • Çuhadar, C. ve Yücel, M. (2010). Yabancı dil öğretmeni adaylarının bilgi ve iletişim teknolojilerinin öğretim amaçlı kullanımına yönelik özyeterlilik algıları [Perceptions of foreign language education pre-service teachers on educational use of information and communication technologies]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 27, 199-210. https://dergipark.org.tr/en/pub/pauefd/issue/11116/132941
  • DeCoito, I. ve Richardson, T. (2018). Teachers and technology: Present practice and future directions. Contemporary Issues in Technology and Teacher Education, 18(2), 362–378. https://www.learntechlib.org/primary/p/180395/
  • DeSantis, J. (2016). Investigating the relationship between TPACK and the ISTE standards for teachers. Issues and Trends in Educational Technology, 4(1), 16-30. https://www.learntechlib.org/p/180275/
  • Dong, Y., Chai, C. S., Sang, G.Y., Koh, J. H. L. ve Tsai, C.C. (2015). Exploring the profiles and interplays of preservice and in-service teachers' technological pedagogical content knowledge (TPACK) in China. Journal of Educational Technology & Society, 18(1), 158–169. https://www.jstor.org/stable/10.2307/jeductechsoci.18.1.158?seq=1&cid=pdfreference#references_tab_contents
  • Ersoy, M., Kabakçı Yurdakul, I. ve Ceylan, B. (2016). Investigating preservice teachers’ TPACK competencies through the lenses of ICT skills: An experimental study. Education and Science, 41(186), 119-135. http://dx.doi.org /10.15390/EB.2016.6345
  • Galindo-Domínguez, H. ve Bezanilla, M. J. (2021). Digital competence in the training of pre-service teachers: Perceptions of students in the degrees of early childhood education and primary education. Journal of Digital Learning in Teacher Education, 37(4), 262–278. https://doi.org/10.1080/215329 74.2021.1934757
  • Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953–1960. https://doi.org/10.1016/j.compedu.2011.04.010
  • Gökçearslan, Ş., Karademı̇r Coşkun, T. ve Şahı̇n, S. (2019). Öğretmen adayı bilgi ve iletişim teknolojisi yeterlikleri ölçeğinin Türkçeye uyarlanması. Kastamonu Eğitim Dergisi, 27(4), 1435-1444. https://doi.org/10.24106/kefdergi.2828
  • Gökçek, T., Güneş, G. ve Gençtürk, E. (2013). Evaluation of primary school teachers' technological self-efficacy. International Online Journal of Educational Sciences, 5(1), 42-51. https://www.acarindex.com/dosyalar/makale/acarindex-1423904253.pdf
  • Hammond, M., Fragkouli, E., Suandi, I., Crosson, S., Ingram, J., Johnston-Wilder, P., , Kingston, Y., Pope, M. ve Wray, D. (2009). What happens as student teachers who made very good use of ICT during preservice training enter their first year of teaching? Teacher Development, 13(2), 93–106. https://doi.org/10.1080/13664530903043939
  • Hatlevik, I. K. ve Hatlevik, O. E. (2018). Examining the relationship between teachers’ ICT self-efficacy for educational purposes, collegial collaboration, lack of facilitation and the use of ICT in teaching practice. Frontiers in Psychology, 9, 935. https://doi: 10.3389/fpsyg.2018.00935.
  • Hernández-Ramos, P. (2005). If not here, where? Understanding teachers’ use of technology in Silicon Valley schools. Journal of Research on Technology in Education, 38(1), 39–64. https://doi.org/10.1080/15391523.2005.10782449
  • Hew, K. ve Brush, T. (2007). Integrating technology into k-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223–252. https://doi.org/10.1007/s11423-006-9022-5
  • Hewitt, J. (2008). Reviewing the handbook of technological pedagogical content knowledge (TPCK) for educators. Canadian Journal of Science, Mathematics, and Technology Education, 8(4), 355-360. https://doi.org/ 10.1080/14926150802506274
  • International Society for Technology in Education (2022). ISTE standards: Educators. https://www.iste.org/standards/iste-standards-for-teachers
  • Joo, Y. J., Park, S. ve Lim, E. (2018). Factors influencing preservice teachers' intention to use technology: TPACK, teacher self-efficacy, and technology acceptance model. Journal of Educational Technology & Society, 21(3), 48–59. https://www.jstor.org/stable/26458506
  • Kabakci Yurdakul, I. ve Coklar, A. N. (2014). Modeling preservice teachers’ TPACK competencies based on ICT usage. Journal of Computer Assisted Learning, 30(4), 363–376. https://doi.org/ 10.1111/jcal.12049
  • Kabakçı Yurdakul, I., Ferhan Odabaşı, H., Kılıçer, K., Çoklar, A. N., Birinci, G. ve Kurt, A. A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58(3), 964-977. https://doi.org/10.1016/j.compedu.2011.10.012
  • Kaya, Z. ve Yılayaz, Ö. (2013). Öğretmen eğitimine teknoloji entegrasyonu modelleri ve teknolojik pedagojik alan bilgisi. Batı Anadolu Eğitim Bilimleri Dergisi, 4(8), 57-83. https://dergipark.org.tr/en/pub/baebd/issue/3335/46213
  • Koehler, M. ve Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. https://www.learntechlib.org/p/29544/
  • Koh, J. H. L. ve Chai, C. S. (2014). Teacher clusters and their perceptions of technological pedagogical content knowledge (TPACK) development through ICT lesson design. Computers & Education, 70, 222–232. https://doi.org/10.1016/j.compedu.2013.08.017
  • Koh, J. H. L. ve Chai, C. S. (2015). Towards a Web 2.0 TPACK lesson design framework: Applications of a Web 2.0 TPACK survey of Singapore preservice teachers. In T. B. Lin, V. Chen ve C. S. Chai (Eds.), New media and learning in the 21st century (pp. 161-180). Springer. https://doi.org/10.1007/978-981-287-326-2_11
  • Liang, J.-C., Chai, C. S., Koh, J. H. L., Yang, C.-J. ve Tsai, C.-C. (2013). Surveying in-service preschool teachers' technological pedagogical content knowledge. Australasian Journal of Educational Technology, 29(4), 581-594. https://doi.org/10.14742/ajet.299
  • Luik, P., Taimalu, M. ve Suviste, R. (2018). Perceptions of technological, pedagogical and content knowledge (TPACK) among pre-service teachers in Estonia. Education and Information Technologies, 23(2), 741-755. https://doi.org/10.1007/s10639-017-9633-y
  • Ma, W. ve Baek, J. (2020). The technology-pedagogy, and content knowledge differences between pre-service and inservice teachers and the related effects of gender interaction in China. Journal of the Korea Convergence Society, 14(14), 353-359. https://doi.org/10.15207/JKCS.2020.11.11.353
  • Malik, S., Rohendi, D. ve Widiaty, I. (2019). Technological Pedagogical Content Knowledge (TPACK) with Information and Communication Technology (ICT) integration: A literature review. In 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018) (pp. 498-503). Atlantis Press. https://doi.org/10.2991/ictvet-18.2019.114
  • Mikre, F. (2011). The roles of information communication technologies in education: Review article with emphasis to the computer and internet. Ethiopian Journal of Education and Sciences, 6(2), 109-126. https://www.ajol.info/index.php/ejesc/article/view/73521
  • Mishra, P. ve Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://www.learntechlib.org/p/99246/?nl=1
  • Nazari, N., Nafissi, Z., Estaji, M., Marandi, S. S. ve Wang, S. (2019). Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development. Cogent Education, 6(1), 1632010–1632026. https://doi.org/10.1080/2331186X.2019.1632010
  • Okojie, M. C., Olinzock, A. A. ve Okojie-Boulder, T. C. (2006). The pedagogy of technology integration. The Journal of Technology Studies, 32(2), 66–71. https://eric.ed.gov/?id=EJ847571
  • Özdemir, M. (2016). An examination of the techno-pedagogical education competencies (TPACK) of pre-service elementary school and preschool teachers. Journal of Education and Training Studies, 4(10), 70-78. https://dx.doi.org/10.11114.jets.v4i10.1816
  • Özdurak-Sıngın, R.H. ve Gökbulut B. (2020). Okul öncesi öğretmenlerinin teknopedagojik yeterliklerinin belirlenmesi. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 20(1), 269-280. https://doi.org/10.17240/aibuefd.2020.20.52925-556477
  • Öztürk, E. (2013). Sınıf öğretmeni adaylarının teknolojik pedagojik alan bilgilerinin bazı değişkenler açısından değerlendirilmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 6(2), 223-228. https://doi.org/10.12780/UUSBD163
  • Paraskeva, F., Bouta, H. ve Papagianna, A. (2008). Individual characteristics and computer self-efficacy in secondary education teachers to integrate technology in educational practice. Computers & Education, 50(3), 1084–1091. https://doi.org/10.1016/j.compedu.2006.10.006
  • Saltan, F. ve Arslan, K. (2017). A comparison of in-service and pre-service teachers’ technological pedagogical content knowledge self-confidence. Cogent Education, 4(1), 1–12. https://doi.org/10.1080/2331186X.2017.1311501
  • Sancar-Tokmak, H., Yavuz-Konokman, G. ve Yanpar-Yelken, T. (2013). Mersin Üniversitesi okul öncesi öğretmen adaylarının teknolojik pedagojik alan bilgisi (TPAB) özgüven algılarının incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 14(1), 35-51. https://dergipark.org.tr/en/pub/kefad/issue/59473/854631
  • Sang, G., Valcke, M., van Braak, J. ve Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103–112. https://doi.org/10.1016/j.compedu.2009.07.010
  • Scherer, R., Tondeur, J., Siddiq, F. ve Baran, E. (2018). The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches. Computers in Human Behavior, 80, 67-80. https://doi.org/10.1016/j.chb.2017.11.003
  • Şad, S. N. ve Nalçacı, Ö. İ. (2015). Öğretmen adaylarının eğitimde bilgi ve iletişim teknolojilerini kullanmaya ilişkin yeterlilik algıları. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(1), 177-197. http://abakus.inonu.edu.tr/xmlui/bitstream/handle/123456789/17255/Makale%20Dosyas%C4%B1.pdf?sequence=1&isAllowed=y
  • Timur, B. ve Taşar, M. F. (2011). Teknolojik pedagojik alan bilgisi öz güven ölçeğinin (TPABÖGÖ) Türkçe’ye uyarlanması. Gaziantep Üniversitesi Sosyal Bilimleri Dergisi, 10(2), 839 -856. https://www.academia.edu/1852689/Teknolojik_Pedagojik_Alan_Bilgisi_%C3%96z_G%C3%BCven_%C3%96l%C3%A7e%C4%9Finin_TPAB%C3%96G%C3%96_T%C3%BCrk%C3%A7eye_Uyarlanmas%C4%B1?auto=citations&from=cover_page
  • Tinio, V. (2003). ICT in education. ICT for development. United Nations Development Programme. https://e-learning.tsu.ge/pluginfile.php/183/mod_resource/content/0/ict_ docs/ICT_in_education.pdf
  • Tondeur, J., Scherer, R., Siddiq, F. ve Baran, E. (2017). A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap! Australasian Journal of Educational Technology, 33(3), 46–60. https://doi.org/ 10.14742/ajet.3504
  • Turgut, Y. (2017). A comparison of pre-service, in-service and formation program for teachers perceptions of technological pedagogical content knowledge (TPACK) in English language teaching (ELT). Educational Research and Reviews, 12(22), 1091–1106. https://doi.org/10.5897/ERR2017.3311
  • Türel, Y. K., Özdemir, T. Y. ve Varol, F. (2017). Öğretmenlerin bilgi ve iletişim teknolojileri becerileri ölçeği: Güvenirlik ve geçerlik. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 46(2), 503-516. https://doi.org/ 10.14812/cuefd.299864
  • Yıldırım, A. ve Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
Toplam 61 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Mine Nur Deniz 0000-0003-4620-3244

Canan Avcı 0000-0002-9313-4977

Yayımlanma Tarihi 25 Haziran 2023
Yayımlandığı Sayı Yıl 2023Cilt: 12 Sayı: 2

Kaynak Göster

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

Cited By

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https://doi.org/10.51535/tell.1372041
 Kapak Resmi İndir

e-ISSN: 2147-1606

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