The Effect of Digital Material Preparation Training on Technological Pedagogical Content Knowledge Self-Confidence of Pre-Service Social Studies Teachers

Autor/inn/en	Kayaalp, Fatih; Gökbulut, Bayram; Meral, Elif; Basci-Namli, Zeynep
Titel	The Effect of Digital Material Preparation Training on Technological Pedagogical Content Knowledge Self-Confidence of Pre-Service Social Studies Teachers
Quelle	In: Journal of Theoretical Educational Science, 15 (2022) 3, S.475-503 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kayaalp, Fatih) ORCID (Gökbulut, Bayram) ORCID (Meral, Elif) ORCID (Basci-Namli, Zeynep)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Preservice Teachers; Social Studies; Pedagogical Content Knowledge; Technological Literacy; Self Esteem; Material Development; Helplessness; 21st Century Skills; Computer Mediated Communication; Information Technology; Technology Integration + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Pädagogische Kompetenz; Technisches Wissen; Self-esteem; Selbstaufmerksamkeit; Lehrmaterialentwicklung; Hilflosigkeit; Computerkonferenz; Informationstechnologie
Abstract	This study examines whether digital material preparation training provided to pre-service teachers' using instructional technologies affects their levels of Technological Pedagogical Content Knowledge (TPACK) Self-Confidence. The research is conducted using the Embedded Design, one of the Mixed Methods Research Designs. Study group consists of 24 pre-service social studies teachers. Data is collected using TPACK Self-Confidence Scale (TPACK-SCS) and Semi-Structured Questionnaire. Pre-service teachers were trained on different Web 2.0 tools throughout the implementation phase and thereafter were asked to prepare different digital materials specific to social studies. Quantitative data collected were analyzed using descriptive and predictive statistics. Content analysis of qualitative data was performed using MaxQda 2020 qualitative data analysis software. Research findings revealed a statistically significant difference between pre-test and post-test scores of pre-service teachers' TPACK self-confidence levels. Pre-service teachers' fear of failure, presumed failure, and reluctance to be part of the process turned into a perception of success and self-efficacy following the training, and their learned helplessness disappeared. Teachers should be supported with a practice-based training that will integrate technological, pedagogical and content knowledge for developing TPACK as a comprehensive answer to 21st-century teaching competencies. (As Provided).
Anmerkungen	Afyon Kocatepe University. ANS Kampusu, Egitim Fakultesi, Merkez, Afyonkarahisar 03200, Turkey. Tel: +90-272-2181740; Fax: +90-272-2281418; e-mail: editorkebd@gmail.com; Web site: https://dergipark.org.tr/en/pub/akukeg
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01