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

Date

2017-05-21

Author

Çetinkaya Aydın, Gamze
Çakıroğlu, Jale

Metadata

Show full item record

Item Usage Stats

206
views

0
downloads

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

Subject Keywords

Technological pedagogical content knowledge, İnstructional design, Science teachers, Teaching with technology

URI

http://www.erpacongress.com/upload/dosya/book-of-abstracts_vs6-6-2017_withISBN.pdf
https://hdl.handle.net/11511/79070

Conference Name

ERPA International Congresses on Education 2017, ( 18 - 21 Mayıs 2017)

Collections

Department of Mathematics and Science Education, Conference / Seminar

Suggestions

OpenMETU
Core

Mediated Effects of Technology Competencies and Experiences on Relations among Attitudes Towards Technology Use, Technology Ownership, and Self Efficacy about Technological Pedagogical Content Knowledge Yerdelen-Damar, Sevda; Boz, Yezdan; Aydin-Gunbatar, Sevgi (2017-08-01) This study examined the relations of preservice science teachers' attitudes towards technology use, technology ownership, technology competencies, and experiences to their self-efficacy beliefs about technological pedagogical content knowledge (TPACK). The present study also investigated interrelations among preservice teachers' attitudes towards technology use, technology ownership, technology competencies, and experiences. The participants of study were 665 elementary preservice science teachers (467 fema...
Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language Baser, Derya; Kopcha, Theodore J.; Özden, Muhammet Yaşar (2016-01-01) This paper reports the development and validation process of a self-assessment survey that examines technological pedagogical content knowledge (TPACK) among preservice teachers learning to teach English as a foreign language (EFL). The survey, called TPACK-EFL, aims to provide an assessment tool for preservice foreign language teachers that addresses subject-specific pedagogies and technologies. Using mixed methods approach, survey items were generated first using qualitative methods (e.g. expert interview...
A Review of the Research on Technological Pedagogical Content Knowledge: The Case of Turkey Baran, Evrim; BİLİCİ, SEDEF CANBAZOĞLU (2015-01-01) Technological Pedagogical Content Knowledge (TPACK) framework has played an important role in rethinking current teacher education and technology practices both in Turkey and around the world. Due to the recent increase in the number of research studies conducted on TPACK in Turkey, there has been an emerging need to investigate the research on TPACK to evaluate the current literature as well as to guide future research studies. To help better inform teacher educators and researchers, the authors embarked u...
The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches Scherer, Ronny; Tondeur, Jo; Siddiq, Fazilat; Baran, Evrim (2018-03-01) A large body of literature suggests that attitudes toward technology and its educational use are important determinants of technology acceptance and integration in classrooms. At the same time, teachers' Technological, Pedagogical, and Content Knowledge (TPACK) facilitates the meaningful use of technology for educational purposes. Overall, attitudes toward technology and TPACK play a critical role for technology integration and have been in the focus of many empirical studies. Albeit the attention that has ...
Design and Implementation of a Graduate Course for Development of Technological Pedagogical Content Knowledge Çetinkaya Aydın, Gamze; Çakıroğlu, Jale; Department of Elementary Education (2022-9-02) Following a design-based research approach, the present study aimed to develop a course design named Theory – Application – Practice (T-A-P) and investigate its effectiveness for graduate level students’ development of technological pedagogical content knowledge (TPACK). Participants’ views on the T-A-P course design, the change in their perceived competencies and self-efficacy of TPACK, and the change in their TPACK level were investigated to test the effectiveness of the course design. The proposed design...

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.