Investigation of Pre-Service Biology Teachers' Self-Confidence Concerning Technological Pedagogical Content Knowledge With Respect to Some Variables
DOI:
https://doi.org/10.52634/mier/2020/v10/i1/1358Keywords:
Pre-Service Biology Teachers, Technological Pedagogical Content Knowledge, Self-Confidence.Abstract
The present study aims to determine pre-service biology teachers' self-confidence levels concerning their technological pedagogical content knowledge with respect to variables namely class level and computer knowledge. Designed as a survey, 91 pre-service teachers enrolled in the biology education programme participated in the study. Data were collected by using the Technological Pedagogical Content Knowledge Self- Confidence Scale developed by Graham, Burgoyne, Cantrell, Smith, Clair and Harris (2009) and adapted in Turkish by Timur and Tasar (2011). Findings of the study show that pre-service teachers have a high self-confidence concerning their technological pedagogical content knowledge. It was also found that there was no significant difference in pre-service teachers' self-confidence with respect to the class level. However, it was found that pre-service teachers who had enrolled in a computer course during their education had higher self-confidence.
Downloads
Download data is not yet available.
Metrics
Metrics Loading ...
Downloads
Published
2020-05-01
How to Cite
Dilek Sultan Acarli. (2020). Investigation of Pre-Service Biology Teachers’ Self-Confidence Concerning Technological Pedagogical Content Knowledge With Respect to Some Variables. MIER Journal of Educational Studies Trends and Practices, 10(1), 47–63. https://doi.org/10.52634/mier/2020/v10/i1/1358
Issue
Section
Articles
License
Copyright (c) 2021 Dilek Sultan Acarli
This work is licensed under a Creative Commons Attribution 4.0 International License.
The articles published in the MIER Journal of Educational Studies, Trends and Practics (MJESTP) are distributed under the terms of the Creative Commons Attribution License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
- Copyright on any open access article in the MIER Journal of Educational Studies, Trends and Practics (MJESTP) published by Model Institute of Education and Research (MIER) is retained by the author(s).
- Author(s) grant MIER a license to publish the article and identify himself/herself/themselves as the original publisher.
- Authors also grant any third party the right to use the article freely as long as its integrity is maintained and its original authors, citation details and publisher are identified.
- The Creative Commons Attribution License 4.0 formalizes these and other terms and conditions of publishing articles.
References
Akkoyunlu, B., & Kurbanoglu, S. (2003). A study on teacher candidates' perceived information literacy self-efficacy and perceived computer self-efficacy. Hacettepe University Journal of Education, 24, 1-10.
Akyildiz, S., & Altun, T. (2018). Examining technological pedagogical and content knowledge (TPACK) levels of primary pre-service teachers based on some variables. Trakya University Journal of Education Faculty 8(2), 318-333.
Altun, A. (2003). Ö?retmen adaylarinin bilissel stilleri ile bilgisayara yönelik tutumlari aras?ndaki iliskinin incelenmesi [Examining the relationship between pre-service teachers' cognitive styles and their attitudes towards computer]. The Turkish Online Journal of Educational Technology, 2(1), 56-62.
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.
Aycan, S., Ari, E., Turkoguz, S., Sezer, H., & Kaynar, U. (2002). The effect of computer aided instruction with simulation on student achievement. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 15, 57-70.
Bozkurt, N. (2016). Determination of self-confidence for technological pedagogical content knowledge of pre-service history teacher. Mustafa Kemal University Journal of Graduate School of Social Sciences, 13(33), 153167.
Bozkurt, E., & Sarikoc, A. (2008). Can the virtual laboratory replace the traditional laboratory in physics education? Selcuk Universitesi Ahmet Kelesoglu Egitim Fakultesi Dergisi, [Selcuk University Journal of Ahmet Kelesoglu Education Faculty], 25, 89-100.
Buyukozturk, S. (2006). Veri analizi el kitabi. [Data analysis manual]. Ankara: Pegem A Yayincilik.
Cagiltay, K., Cakiroglu, J., Cagiltay, N., & Cakiroglu, E. (2001). Teachers' perspectives about the use of computers in education. Hacettepe University Journal of Education, 21, 19-28.
Cavin, R.M. (2007). Developing Technological Pedagogical Content Knowledge in preservice teachers through microteaching lesson study (PhD Thesis), The Florida State University.
Chuang, H-H., & Ho, C-J. (2011). An investigation of early childhood teachers' technological pedagogical content knowledge (TPACK) in Taiwan. Journal of Kirsehir Education Faculty, 12, 99-117.
CoHE [Council of Higher Education] (2018). Yeni Ögretmen Yetistirme Lisans Programmelari [New Teacher Training Undergraduate Programmes], Ankara. Retrieved 01.10.2018 from http://www.yok.gov.tr/documents /10279/41805112/AA_Sunus_+Onsoz_Uygulama_Yonergesi.pdf Cohen, J. (1988). Statistical power analysis for the behavioural sciences (2nd ed.). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Cox, S. (2008). A conceptual analysis of technological pedagogical content knowledge (Doctoral dissertation), Brigham Young University, Provo, UT.
Dogru, E., & Aydin, F. (2017). Examining the skills of geography teachers' technological pedagogical content knowledge. Journal of History Culture and Art Research, 6(2), 485-506.
Fraenkel, J., Wallen, N., & Hyun, H.H. (2012). How to design and evaluate research in education (8th Ed.). Boston: McGraw Hill.
Gibson, S., & Dembo, M.H. (1984). Teacher efficacy: a construct validation. Journal of Educational Psychology, 76(4), 569–582.
Gonen, S., Kocakaya, S., & Inan, C. (2006). The effect of the computer assisted teaching and 7e model of the constructivist learning methods on the achievements and attitudes of high school students. The Turkish Online Journal of Educational Technology, 5(4), 82-88.
Graham, R.C., Burgoyne, N., Cantrell, P., Smith, L., St. Clair, L., & Harris, R. (2009). Measuring the TPCK confidence of inservice Science teachers. TechTrends, 53(5), 70-79.
Grossman, P.L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
Guder, O. (2018). Sinif ögretmenlerinin fen bilimleri dersine yönelik teknolojik pedagojik alan bilgisi oz guven algilarinin incelenmesi [A study on primary school teachers' technological pedagogical area knowledge toward science and self-confidence perceptions] (Master Thesis), Dumlupinar University, Kutahya.
Gunduz, R. (2018). Fen ve teknoloji ögretmen adaylarinin teknolojik pedagojik alan bilgisi ozguven duzeylerinin incelenmesi [Technological pedagogical content knowledge investigation of self-reliance levels of pre-service science and technology teachers](Master Thesis), Inonu University, Malatya.
Hill, H.C., Ball, D.B., & Schilling, S.G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers' topic-specific knowledge of students. Journal for Research in Mathematics Teacher Education, 39(4), 372-400.
Judson, E. (2006). How teachers integrate technology and their beliefs about learning: Is there a connection? Journal of Technology and Teacher Education,14(3), 581-597.
Koehler, M.J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Koehler, M.J., Mishra, P., & Yahya, K. (2007). Tracing the Development of Teacher Knowledge in A Design Seminar: Integrating Content, Pedagogy and Technology. Computers & Education, 49, 740-762.
Koh, J.H.L., Chai, C.S., & Tsai, C.C. (2010). Examining the Technological Pedagogical Content Knowledge of Singapore Preservice Teachers with a Large-Scale Survey. Journal of Computer Assisted Learning, 26, 563-573.
Mishra, P., & Koehler, M.J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054.
MofNE [Ministry of National Education] (2017). Ogretmenlik Meslegi Genel Yeterlikleri [General Competencies for Teaching Profession]. Ogretmen Yetistirme ve Gelistirme Genel Mudurlugu [Directorate General for Teacher Training], Ankara, 23s. Retrieved 13.02.2020 from http://oygm.meb.gov.tr/meb_iys_dosyalar/2018_06/29111119_Teac hersGeneralCompetencies.pdf
MofNE [Ministry of National Education] (2018). Ortaogretim Biyoloji Dersi (9, 10, 11 ve 12. Siniflar) Ogretim Programmei [Secondary Education Biology Lesson (9th, 10th, 11th and 12th Grades) Curriculum], 34s. Retrieved 13.02.2020 from http://mufredat.meb.gov.tr/Dosyalar/20182215535566-Biyoloji%20d%C3%B6p.pdf
Ng, W. (2012). Can we teach digital natives' digital literacy? Computers & Education, 59, 1065-1078.
Niess, M.L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education 21, 509–523.
Pallant, J. (2007). SPSS survival manual. A step by step guide to data analysis using SPSS for Windows. Third edition, Open University Press, Maidenhead, Berkshire.
Pektas, M., Turkmen, L., & Solak, K. (2006). The effect of computer assisted instruction in the learning of urinary system and digestive system units for the science teacher candidates. Kastamonu Education Journal, 14(2), 465-472.
Sad, S.N., Acikgul, K., & Delican, K. (2015). Senior Pre-service Teachers' Senses of Efficacy on their Technological Pedagogical Content Knowledge (TPACK). Journal of Theoretical Educational Science, 8(2), 204235.
Saglam Kaya, Y., & Acarli, D.S. (2016). A study on preservice teachers' use of social networks in teaching activities. Erzincan University Journal of Education Faculty, 18(2), 1151-1168.
Sancar Tokmak, H., Yavuz Konokman, G., & Yanpar Yelken, T. (2013). An investigation of Mersin University early childhood pre-service teachers' self-confidence about their technological pedagogical content knowledge (TPACK). Ahi Evran University Journal of K?rsehir Education Faculty, 14(1), 35-51.
Schmidt, D.A., Baran E., Thompson A.D., Koehler, M.J., Mishra, P., & Shin, T. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149.
Seferoglu, S.S. (2004). Ö?retmen yeterlikleri ve mesleki geli?im [Teacher competencies and professional development]. Bilim ve Aklin Aydinliginda Egitim [Education in the Light of Science and Intelligence], 58, 40-45.
Serin, O. (2011). The effects of the computer-based instruction on the achievement and problem solving skills of the science and technology students. The Turkish Online Journal of Educational Technology, 10(1), 183201.
Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
Tabachnick, B.G., & Fidell, L.S. (2007). Using multivariate statistics, 5th ed., Boston: Allyn and Bacon.
Tas, E., Kose, S., & Cepni, S. (2006). Bilgisayar destekli ögretim materyalinin fotosentez konusunu anlamaya etkisi [The effect of computer aided teaching material on understanding the subject of photosynthesis]. International Journal of Environmental and Science Education, 1(2), 163-171.
TED [Turkish Education Association] (2009). Ogretmen yeterlikleri ozet rapor: Ö?retmene yat?r?m, gelece?e at?l?m [Teacher competencies summary report: Investing in teacher, leap forward]. Ankara: Turkish Education Association.
Timur, B., & Tasar, M.F. (2011). The adaptation of the Technological Pedagogical Content Knowledge Confidence Survey into Turkish. Gaziantep University Journal of Social Sciences, 10(2), 839-856.
Usta, E., & Korkmaz, O. (2010). Pre-service teachers' computer competencies, perception of technology use and attitudes toward teaching career. International Journal of Human Sciences, 7(1), 1335-1349.
Yavuz, S., & Coskun, A.E. (2010). Attitudes and perceptions of elementary teaching through the use of technology in education. Hacettepe University Journal of Education, 34, 276-286.
Yungul, Y. (2018). Sinif ögretmeni adaylarinin teknolojik pedagojik alan bilgisi yeterlilikleri ile teknoloji kullanim niyetleri arasindaki iliskinin incelenmesi [An investigation of relationships between preservice classroom teachers' technological pedagogical content knowledge and their intentions to technology use] (Master Thesis), Marmara University, Istanbul.
Akyildiz, S., & Altun, T. (2018). Examining technological pedagogical and content knowledge (TPACK) levels of primary pre-service teachers based on some variables. Trakya University Journal of Education Faculty 8(2), 318-333.
Altun, A. (2003). Ö?retmen adaylarinin bilissel stilleri ile bilgisayara yönelik tutumlari aras?ndaki iliskinin incelenmesi [Examining the relationship between pre-service teachers' cognitive styles and their attitudes towards computer]. The Turkish Online Journal of Educational Technology, 2(1), 56-62.
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.
Aycan, S., Ari, E., Turkoguz, S., Sezer, H., & Kaynar, U. (2002). The effect of computer aided instruction with simulation on student achievement. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 15, 57-70.
Bozkurt, N. (2016). Determination of self-confidence for technological pedagogical content knowledge of pre-service history teacher. Mustafa Kemal University Journal of Graduate School of Social Sciences, 13(33), 153167.
Bozkurt, E., & Sarikoc, A. (2008). Can the virtual laboratory replace the traditional laboratory in physics education? Selcuk Universitesi Ahmet Kelesoglu Egitim Fakultesi Dergisi, [Selcuk University Journal of Ahmet Kelesoglu Education Faculty], 25, 89-100.
Buyukozturk, S. (2006). Veri analizi el kitabi. [Data analysis manual]. Ankara: Pegem A Yayincilik.
Cagiltay, K., Cakiroglu, J., Cagiltay, N., & Cakiroglu, E. (2001). Teachers' perspectives about the use of computers in education. Hacettepe University Journal of Education, 21, 19-28.
Cavin, R.M. (2007). Developing Technological Pedagogical Content Knowledge in preservice teachers through microteaching lesson study (PhD Thesis), The Florida State University.
Chuang, H-H., & Ho, C-J. (2011). An investigation of early childhood teachers' technological pedagogical content knowledge (TPACK) in Taiwan. Journal of Kirsehir Education Faculty, 12, 99-117.
CoHE [Council of Higher Education] (2018). Yeni Ögretmen Yetistirme Lisans Programmelari [New Teacher Training Undergraduate Programmes], Ankara. Retrieved 01.10.2018 from http://www.yok.gov.tr/documents /10279/41805112/AA_Sunus_+Onsoz_Uygulama_Yonergesi.pdf Cohen, J. (1988). Statistical power analysis for the behavioural sciences (2nd ed.). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Cox, S. (2008). A conceptual analysis of technological pedagogical content knowledge (Doctoral dissertation), Brigham Young University, Provo, UT.
Dogru, E., & Aydin, F. (2017). Examining the skills of geography teachers' technological pedagogical content knowledge. Journal of History Culture and Art Research, 6(2), 485-506.
Fraenkel, J., Wallen, N., & Hyun, H.H. (2012). How to design and evaluate research in education (8th Ed.). Boston: McGraw Hill.
Gibson, S., & Dembo, M.H. (1984). Teacher efficacy: a construct validation. Journal of Educational Psychology, 76(4), 569–582.
Gonen, S., Kocakaya, S., & Inan, C. (2006). The effect of the computer assisted teaching and 7e model of the constructivist learning methods on the achievements and attitudes of high school students. The Turkish Online Journal of Educational Technology, 5(4), 82-88.
Graham, R.C., Burgoyne, N., Cantrell, P., Smith, L., St. Clair, L., & Harris, R. (2009). Measuring the TPCK confidence of inservice Science teachers. TechTrends, 53(5), 70-79.
Grossman, P.L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
Guder, O. (2018). Sinif ögretmenlerinin fen bilimleri dersine yönelik teknolojik pedagojik alan bilgisi oz guven algilarinin incelenmesi [A study on primary school teachers' technological pedagogical area knowledge toward science and self-confidence perceptions] (Master Thesis), Dumlupinar University, Kutahya.
Gunduz, R. (2018). Fen ve teknoloji ögretmen adaylarinin teknolojik pedagojik alan bilgisi ozguven duzeylerinin incelenmesi [Technological pedagogical content knowledge investigation of self-reliance levels of pre-service science and technology teachers](Master Thesis), Inonu University, Malatya.
Hill, H.C., Ball, D.B., & Schilling, S.G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers' topic-specific knowledge of students. Journal for Research in Mathematics Teacher Education, 39(4), 372-400.
Judson, E. (2006). How teachers integrate technology and their beliefs about learning: Is there a connection? Journal of Technology and Teacher Education,14(3), 581-597.
Koehler, M.J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Koehler, M.J., Mishra, P., & Yahya, K. (2007). Tracing the Development of Teacher Knowledge in A Design Seminar: Integrating Content, Pedagogy and Technology. Computers & Education, 49, 740-762.
Koh, J.H.L., Chai, C.S., & Tsai, C.C. (2010). Examining the Technological Pedagogical Content Knowledge of Singapore Preservice Teachers with a Large-Scale Survey. Journal of Computer Assisted Learning, 26, 563-573.
Mishra, P., & Koehler, M.J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054.
MofNE [Ministry of National Education] (2017). Ogretmenlik Meslegi Genel Yeterlikleri [General Competencies for Teaching Profession]. Ogretmen Yetistirme ve Gelistirme Genel Mudurlugu [Directorate General for Teacher Training], Ankara, 23s. Retrieved 13.02.2020 from http://oygm.meb.gov.tr/meb_iys_dosyalar/2018_06/29111119_Teac hersGeneralCompetencies.pdf
MofNE [Ministry of National Education] (2018). Ortaogretim Biyoloji Dersi (9, 10, 11 ve 12. Siniflar) Ogretim Programmei [Secondary Education Biology Lesson (9th, 10th, 11th and 12th Grades) Curriculum], 34s. Retrieved 13.02.2020 from http://mufredat.meb.gov.tr/Dosyalar/20182215535566-Biyoloji%20d%C3%B6p.pdf
Ng, W. (2012). Can we teach digital natives' digital literacy? Computers & Education, 59, 1065-1078.
Niess, M.L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education 21, 509–523.
Pallant, J. (2007). SPSS survival manual. A step by step guide to data analysis using SPSS for Windows. Third edition, Open University Press, Maidenhead, Berkshire.
Pektas, M., Turkmen, L., & Solak, K. (2006). The effect of computer assisted instruction in the learning of urinary system and digestive system units for the science teacher candidates. Kastamonu Education Journal, 14(2), 465-472.
Sad, S.N., Acikgul, K., & Delican, K. (2015). Senior Pre-service Teachers' Senses of Efficacy on their Technological Pedagogical Content Knowledge (TPACK). Journal of Theoretical Educational Science, 8(2), 204235.
Saglam Kaya, Y., & Acarli, D.S. (2016). A study on preservice teachers' use of social networks in teaching activities. Erzincan University Journal of Education Faculty, 18(2), 1151-1168.
Sancar Tokmak, H., Yavuz Konokman, G., & Yanpar Yelken, T. (2013). An investigation of Mersin University early childhood pre-service teachers' self-confidence about their technological pedagogical content knowledge (TPACK). Ahi Evran University Journal of K?rsehir Education Faculty, 14(1), 35-51.
Schmidt, D.A., Baran E., Thompson A.D., Koehler, M.J., Mishra, P., & Shin, T. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149.
Seferoglu, S.S. (2004). Ö?retmen yeterlikleri ve mesleki geli?im [Teacher competencies and professional development]. Bilim ve Aklin Aydinliginda Egitim [Education in the Light of Science and Intelligence], 58, 40-45.
Serin, O. (2011). The effects of the computer-based instruction on the achievement and problem solving skills of the science and technology students. The Turkish Online Journal of Educational Technology, 10(1), 183201.
Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
Tabachnick, B.G., & Fidell, L.S. (2007). Using multivariate statistics, 5th ed., Boston: Allyn and Bacon.
Tas, E., Kose, S., & Cepni, S. (2006). Bilgisayar destekli ögretim materyalinin fotosentez konusunu anlamaya etkisi [The effect of computer aided teaching material on understanding the subject of photosynthesis]. International Journal of Environmental and Science Education, 1(2), 163-171.
TED [Turkish Education Association] (2009). Ogretmen yeterlikleri ozet rapor: Ö?retmene yat?r?m, gelece?e at?l?m [Teacher competencies summary report: Investing in teacher, leap forward]. Ankara: Turkish Education Association.
Timur, B., & Tasar, M.F. (2011). The adaptation of the Technological Pedagogical Content Knowledge Confidence Survey into Turkish. Gaziantep University Journal of Social Sciences, 10(2), 839-856.
Usta, E., & Korkmaz, O. (2010). Pre-service teachers' computer competencies, perception of technology use and attitudes toward teaching career. International Journal of Human Sciences, 7(1), 1335-1349.
Yavuz, S., & Coskun, A.E. (2010). Attitudes and perceptions of elementary teaching through the use of technology in education. Hacettepe University Journal of Education, 34, 276-286.
Yungul, Y. (2018). Sinif ögretmeni adaylarinin teknolojik pedagojik alan bilgisi yeterlilikleri ile teknoloji kullanim niyetleri arasindaki iliskinin incelenmesi [An investigation of relationships between preservice classroom teachers' technological pedagogical content knowledge and their intentions to technology use] (Master Thesis), Marmara University, Istanbul.
