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Okul Öncesi Eğitime Yönelik Teknolojik Pedagojik Alan Bilgisi (TPAB) Ölçeğinin Geçerlik ve Güvenilirlik Çalışması

Yıl 2023, Cilt: 10 Sayı: 1, 1 - 27, 01.05.2023
https://doi.org/10.21666/muefd.1072821

Öz

Bu araştırmanın temel amacı okul öncesi eğitime özgü teknolojik pedagojik alan bilgisi (TPAB) ölçeğini literatüre kazandırmaktır. Araştırmanın ikincil amacı ise okul öncesi öğretmenlerinin TPAB düzeylerinin yaş, kıdem ve öğrenim düzeyine göre istatistiksel anlamlılığını test etmektir. Araştırmaya toplamda 311 okul öncesi öğretmeni katılmıştır. Katılımcıların 42 maddeden oluşan ölçekten aldıkları puanlar üzerinde öncelikle açımlayıcı (AFA) ve doğrulayıcı (DFA) faktör analizleri ve Cronbach Alpha güvenirlik analizleri yapılmıştır. AFA sonucunda yapıyı bozan dört madde ölçekten çıkarılmıştır. DFA sonuçları, ölçeğin uyum iyiliği indekslerinin çoğunun mükemmel uyum kriterine uyduğunu göstermiştir. Cronbach Alpha güvenirlik analizi sonrası ölçeğin iç tutarlık katsayısı 0,95 olarak hesaplanmıştır. Araştırmanın ikinci aşamasında ölçek verileri üzerinde sırasıyla normallik testi, betimsel istatistik, Kruskal Wallis-H testi ve Pearson korelasyon analizi gerçekleştirilmiştir. Analiz sonuçları, katılımcı öğretmenlerin TPAB düzeylerinin yüksek olduğunu ve yaş, kıdem ve öğrenim düzeyine anlamlı olarak farklılaşmadığını göstermiştir. Ayrıca TPAB toplam puanları ile alt boyut puanları arasında pozitif-yüksek ve anlamlı bir ilişkinin olduğu ortaya çıkmıştır. Bu sonuçlar ışığında, okul öncesi eğitim literatürüne kazandırılan ölçeğin farklı bağlamlarda kullanılmasının sonuçların çeşitliliği açısından literatüre katkı sağlayacağı düşünülmektedir.

Kaynakça

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Validity and Reliability Study of the Technological Pedagogical Content Knowledge (TPACK) Scale for Preschool Education

Yıl 2023, Cilt: 10 Sayı: 1, 1 - 27, 01.05.2023
https://doi.org/10.21666/muefd.1072821

Öz

The main purpose of this study is to bring the technological pedagogical content knowledge (TPACK) scale specific to preschool education to the literature. The secondary aim of the study is to test the statistical significance of preschool teachers' TPACK levels according to age, seniority and education level. A total of 311 preschool teachers participated in this study. First of all, exploratory (EFA) and confirmatory (CFA) factor analyzes and Cronbach Alpha reliability analyzes were performed on the scores of the participants from the 42-item scale. As a result of EFA, four items that disrupted the structure were removed from the scale. The CFA results showed that most of the goodness-of-fit indices of the scale fit the perfect fit criterion. After the Cronbach Alpha reliability analysis, the internal consistency coefficient of the scale was calculated as 0.95. In the second stage of the study, normality test, descriptive statistics, Kruskal Wallis-H test and Pearson correlation analysis were performed on the scale data, respectively. The results of the analysis showed that the TPACK levels of the participating teachers were high and did not differ significantly according to age, seniority and education level. In addition, it was revealed that there was a positive-high and significant relationship between TPACK total scores and sub-dimension scores. In the light of these results, it is thought that the use of the scale introduced in the preschool education literature in different contexts will contribute to the literature in terms of the diversity of the results.

Kaynakça

  • Aksan, A. N., & Kutluca, A. Y. (2021). Investigation of preschool teachers' use of technology in teaching in terms of technology selfefficacy levels. Kastamonu Eğitim Dergisi, 29(3), 611-626.
  • Alqurashi, E., Gokbel, E. N., & Carbonara, D. (2017). Teachers’ knowledge in content, pedagogy and technology integration: A comparative analysis between teachers in Saudi Arabia and United States. British Journal of Educational Technology, 48(6), 1414-1426.
  • Allen, M. J., & Yen, W. M. (2002). Introduction to measurement theory. Waveland Press.
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  • Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55(4), 1656-1662.
  • Archambault, L., & Crippen, K. (2009). Examining TPACK among k–12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71–88.
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  • Hsu, C. Y., Liang, J. C., & Su, Y. C. (2015). The role of the TPACK in game-based teaching: Does instructional sequence matter?. The Asia-Pacific Education Researcher, 24(3), 463-470.
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  • Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The technological pedagogical content knowledge framework. In J. Spector, M. Merrill, J. Elen, & M. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 101-111). Springer.
  • Koh, J. H. L., Chai, C. S., Hong, H. Y., & Tsai, C. C. (2014). A survey to examine teachers’ perceptions of design dispositions, lesson design practices, and their relationships with technological pedagogical content knowledge (TPACK). Asia-Pacific Journal of Teacher Education, 43(5), 378-391.
  • Kutluca, A. Y., Soysal, Y., & Radmard, S. (2018). Öğrenmeye yönelik epistemolojik inançlar ölçeğinin uygulamalı olarak uyarlama, geçerlik ve güvenirlik çalışması. Eğitimde Kuram ve Uygulama, 14(2), 129-152.
  • Lavidas, K., Katsidima, M. A., Theodoratou, S., Komis, V., & Nikolopoulou, K. (2021). Preschool teachers’ perceptions about TPACK in Greek educational context. Journal of Computers in Education, 8, 395-410.
  • Lee, M. H., & Tsai, C. C. (2010). Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38(1), 1-21.
  • Liang, J. C., Chai, C. S., Koh, J. H. L., Yang, C. J., & Tsai, C. C. (2013). Surveying in-service preschool teachers' technological pedagogical content knowledge. Australasian Journal of Educational Technology, 29(4), 581-594.
  • Liang, J. C. (2015). Exploring the relationships between in-service preschool teachers’ perceptions of classroom authority and their TPACK. The Asia-Pacific Education Researcher, 24(3), 471-479.
  • Margerum-Leys, J., & Marx, R.W. (2002). Teacher knowledge of educational technology: A case study of student/mentor teacher pairs. Journal of Educational Computing Research, 26(4), 427-462.
  • Martinovic, D., & Zhang, Z. (2012). Situating ICT in the teacher education program: Overcoming challenges, fulfilling expectations. Teaching and Teacher Education, 28(3), 461-469.
  • Masoumi, D. (2015). Preschool teachers’ use of ICTs: Towards a typology of practice. Contemporary Issues in Early Childhood, 16(1), 5-17.
  • McGrath, J., Karabas, G., & Willis, J. (2011). From TPACK concept to TPACK practice: An analysis of the suitability and usefulness of the concept as a guide in the real world of teacher development. International Journal of Technology in Teaching and Learning, 7(1), 1-23.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  • Murray, A. L., Booth, T., Eisner, M., Obsuth, I., & Ribeaud, D. (2019). Quantifying the strength of general factors in psychopathology: A comparison of CFA with maximum likelihood estimation, BSEM, and ESEM/EFA bifactor approaches. Journal of personality assessment, 101(6), 631-643.
  • Nacar, S., & Kutluca, A. Y. (2020). Bir okul öncesi öğretmeninin fen öğretimine yönelik pedagojik alan bilgisinin keşfedilmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 16(3), 529-545.
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  • Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523.
  • Noar, S. M. (2009). The role of structural equation modeling in scale development. Structural equation modeling, 10(4), 622-647.
  • Norris, M., & Lecavalier, L. (2010). Evaluating the use of exploratory factor analysis in developmental disability psychological research. Journal of autism and developmental disorders, 40(1), 8-20.
  • Orçan, F. (2018). Exploratory and confirmatory factor analysis: which one to use first?. Journal of Measurement and Evaluation in Education and Psychology, 9(4), 414-421.
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  • Önal, N. (2016). Development, validity and reliability of TPACK scale with pre-service mathematics teachers. International Online Journal of Educational Sciences, 8(2), 93-107.
  • 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.
  • Özdurak-Sıngın, R. H., & Gökbulut, B. (2020). Okul öncesi öğretmenlerinin teknopedagojik yeterliklerinin belirlenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 20(1), 269-280.
  • Özgen, K., & Bayram, B. (2019). Problem kurma öz yeterlik ölçeğinin geliştirilmesi. Ilkogretim Online, 18(2), 663-680.
  • Öztürk, E., & Horzum, M. B. (2011). Teknolojik pedagojik içerik bilgisi ölçeği’nin türkçeye uyarlamasi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 12(3), 255-278.
  • Öztürk, E. (2013). Sınıf öğretmeni adaylarının teknolojik pedagojik alan bilgilerinin bazı değişkenler açısından değerlendirilmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 6(2), 223-238.
  • Pallant, J. (2013). SPSS survival manual. McGraw-hill education.
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  • Thomopoulos, N. T. (2012). Essentials of Monte Carlo simulation: Statistical methods for building simulation models. Springer Science & Business Media.
  • Timur, B., & Taşar, M. F. (2011). Teknolojik pedagojik alan bilgisi öz güven ölçeğinin (TPABÖGÖ) Türkçe'ye uyarlanması. Gaziantep University Journal of Social Sciences, 10(2), 839-856.
  • Türk Eğitim Derneği [TED]. (2009). Öğretmen yeterlikleri özet rapor. Adım Okan Matbaacılık.
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  • Yazıcı E. (2015). Erken Okuryazarlık ve Bilgi, İletişim Teknolojileri. Her Yönüyle Okul Öncesi Eğitim 8 Dil ve Erken Okuryazarlık. (s: 215-242). Ankara: Hedef CS Basın Yayın.
Toplam 105 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Makaleler - Articles
Yazarlar

Zeliha Buket Yalçın 0000-0001-6875-8430

Ali Yiğit Kutluca 0000-0002-1341-3432

Yayımlanma Tarihi 1 Mayıs 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 10 Sayı: 1

Kaynak Göster

APA Yalçın, Z. B., & Kutluca, A. Y. (2023). Okul Öncesi Eğitime Yönelik Teknolojik Pedagojik Alan Bilgisi (TPAB) Ölçeğinin Geçerlik ve Güvenilirlik Çalışması. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 10(1), 1-27. https://doi.org/10.21666/muefd.1072821