The effectiveness of a graduate course on science teachers’ percieved TPACK competencies and self-efficacy of TPACK

2017-05-21
Çetinkaya Aydın, Gamze
Çakıroğlu, Jale
Technological Pedagogical Content Knowledge (TPACK) framework proposes that effective teaching with technology requires combination of content, technology and pedagogy, and emphasizes the relationships, connections, strengths and weaknesses between and among these components. Following a quantitative multiplecase study approach, the purpose of this research is to test the effectiveness of an instructional design named “Theory – Application – Practice (TAP)” for improving science teachers’ TPACK competencies and selfefficacies. The proposed instructional design was implemented in a graduate course for 3 semesters with 18 science teachers. Data were collected by means of pre and post administration of two questionnaires; TPACK self-efficacy scale and perceived competencies of TPACK scale. The Wilcoxon Signed Rank Test results revealed statistically significant increases with large effect size in all of the subscales and total scores of the both of the questionnaires. These results indicated that TAP instructional desig
ERPA International Congresses on Education 2017, ( 18 - 21 Mayıs 2017)

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Citation Formats
G. Çetinkaya Aydın and J. Çakıroğlu, “The effectiveness of a graduate course on science teachers’ percieved TPACK competencies and self-efficacy of TPACK,” presented at the ERPA International Congresses on Education 2017, ( 18 - 21 Mayıs 2017), Budapest, Macaristan, 2017, Accessed: 00, 2021. [Online]. Available: http://www.erpacongress.com/upload/dosya/book-of-abstracts_vs6-6-2017_withISBN.pdf.