Investigation of the Self-Efficacy of the Teachers in Technological Pedagogical Content Knowledge and Their Use of Information and Communication Technologies

Autor/inn/en	Simsek, Ömer; Sarsar, Firat
Titel	Investigation of the Self-Efficacy of the Teachers in Technological Pedagogical Content Knowledge and Their Use of Information and Communication Technologies
Quelle	In: World Journal of Education, 9 (2019) 1, S.196-208 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	Pedagogical Content Knowledge; Science Teachers; Mathematics Teachers; Information Technology; Secondary School Teachers; High School Teachers; Attribution Theory; Correlation; Technological Literacy; Self Efficacy; Teaching Methods; Teacher Attitudes; Science Instruction; Mathematics Instruction; Technology Uses in Education; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Informationstechnologie; High school; High schools; Oberschule; Korrelation; Technisches Wissen; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Türkei
Abstract	The aim of this study was to determine the teachers' views on technological pedagogical content knowledge (TPACK) self-efficacy and the frequency of using ICT in education and to examine whether there is a differentiation in these views according to certain variables. In addition, the relationship between teachers' use of ICT and TPACK-ISTE self-efficacy in various processes is examined. The study which is carried out with a descriptive survey, causal comparison and correlational survey models includes 387 secondary and high school teachers as study sample. In the study, teachers consider themselves very competent especially in terms of content knowledge. TPACK-ISTE self-efficacy of vocational and technical teachers was significantly higher than that of the science and mathematics teachers. While teachers benefit from ICT tools less frequently in measurement and evaluation as well as in presenting the course subject; in terms of presenting the course subject, high school teachers use ICTs significantly more often than the secondary school teachers; those who did receive in-service training on the use of technology in education use ICTs significantly more often than those who did not receive it. It is seen from the study results that the variables such as preparing the lecture notes, presenting the course subject and doing study explain the TPACK-ISTE self-efficacy significantly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01