Abstract
The effects of technological developments occurred new requirements in educational area. Today's teachers should know the content knowledge they teach, have pedagogical knowledge about teaching and learning methods and besides should use the technological tools effectively. Depending on these, new concepts such as Technological Pedagogical Content Knowledge, Web Pedagogical Content Knowledge occurred. With this study it was aimed to determine self-efficacy perception levels of 250 teachers attending an online chemistry course preparing teachers for an examination to be a teacher in the public schools named as KPSS (Public Personnel Examination), toward web pedagogical content knowledge. Web Pedagogical Content Knowledge Scale developed by Lee, Tsai and Chang [1] and adapted to Turkish by Horzum [2] was used as data collection tool.
Highlights
It is inevitable in the 21st century that the structure of education to be offered to, and the materials used with the young generation - who use technology in every field of their lives and whose lifestyle changes in a sense– will be modified and be renewed
Do the levels of perception of self-efficacy in general web content knowledge, communicative web knowledge, pedagogical web knowledge and web pedagogical content knowledge – which are the sub-dimensions of the scale for Web Pedagogical Content Knowledge - differ according to the school prospective teachers attend or have graduated from?
They had quite high levels of perception (X=4,52 ) in terms of being able to use the internet sources in the lesson content, being able to select appropriable content from web sources, being able to search for materials online, and being able to search for materials on the web on the sub-dimension of “pedagogical web” –that is to say, in terms of knowledge that web technology could be used for enriching lessons
Summary
It is inevitable in the 21st century that the structure of education to be offered to, and the materials used with the young generation - who use technology in every field of their lives and whose lifestyle changes in a sense– will be modified and be renewed. Teachers can use digital stories, computer games, videos, animations, educational software, digital case studies, multimedia simulations, applications in mobile communication instruments, blogs, social media and web research studies in their classes effectively [3]. One of the most effective instruments teachers can employ in designing technology-based class environments is the internet. Teachers can design classes supported by graphs, audio materials, animations, videos and texts in internet-based or interned-assisted classes [5]. These possibilities provided by the internet require that teachers and prospective teachers have the knowledge of and skills in using the internet and internet technologies in instruction [2]
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