Abstract
This qualitative study aims at evaluating the online teaching experiences of classroom teachers during the New Coronavirus Disease (COVID-19) period in terms of the Technological Pedagogical Content Knowledge (TPACK). The interviews were conducted with 17 classroom teachers within the scope of the current research. The data were collected via open-ended semi-structured interview questions. As a result of the analysis of the data, the classroom teachers considered themselves competent in the components of Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK) and Pedagogical Content Knowledge (PCK), they did not consider themselves competent in the Technological Content Knowledge (TCK) and Technological Pedagogical Knowledge (TPK) components, which were the result of the integration of these components with technology. When the participants were addressed in terms of the online teaching experiences, technology uses, competencies and professional training needs as a whole during the COVID-19 period, it was found that they did not use digital tools primarily for pedagogical purposes. Therefore, the teachers needed extensive pedagogical support when designing digital teaching. All of these results suggest that 21st century teachers need to develop their knowledge and skills in terms of CK, PK, TCK, and TPK that emerge with the transfer of such knowledge to technological processes and TPACK that forms the intersection of all information.
Highlights
The new Coronavirus Disease (COVID-19) first appeared on December 1, 2019 in Wuhan, China, and later on it has shown its effects in many countries of Europe, America and Asia continents (World Health Organization [WHO], 2020a)
While teachers and prospective teachers have lower competencies of Technological Knowledge (TK), Pedagogical Knowledge (PK) and higher competencies of Content Knowledge (CK), they are less competent in Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) in comparison to the other three components (TK, PK, CK) (Erdogan & Mutluoglu, 2016; Karadeniz & Vatanarttiran, 2015)
There were 6 teachers serving in a village, 6 teachers serving in a town centre, and 5 teachers serving in a province centre
Summary
The new Coronavirus Disease (COVID-19) first appeared on December 1, 2019 in Wuhan, China, and later on it has shown its effects in many countries of Europe, America and Asia continents (World Health Organization [WHO], 2020a). Classroom teachers' online teaching experiences during the COVID-19 pandemic: The perspective of technological pedagogical content knowledge. There was a transition to online education process at all educational levels except universities (MoNE, 2020d) With this process, all teachers started providing their students with a synchronized learning-teaching environment with live lessons. The role of the teacher changed from the traditional "blackboard-speakingtextbook” based teaching approach to directing learning and helping students achieves their own goals due to the use of technology at the highest level (Saban, 2007). The teachers have to know what kinds of materials are available, how to use them, why they should be used, when they should be used, and how to integrate them into the learning-teaching process in online education. The TPACK model was used in this study as it is a frequently used as a model in planning and / or analyzing the process of integrating technology into the learning environment (Chai et al, 2013; Koehler et al, 2012; Voogt et al, 2012)
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