Abstract
This study aims to examine classroom teachers’ technological pedagogical content knowledge and classroom teachers’ self-efficacy beliefs. The research was conducted in the correlational research model, one of the general survey models. The sample of the research consisted of 1127 classroom teachers working in 150 primary schools affiliated with the Manisa Provincial Directorate of National Education in the 2020-2021 academic year. The research data were collected using online data collection tools consisting of three parts. “Technological Pedagogical Content Knowledge Scale for Classroom Teachers” and “Teacher Self-Efficacy Scale” were used as data collection tools. Descriptive statistics, ANOVA, Kruskal Wallis H Test and Pearson Correlation analyses were used in the analysis of the data. The results of the research showed that classroom teachers’ technological pedagogical content knowledge and self-efficacy beliefs were at a high level. It was determined that the technological pedagogical content knowledge of classroom teachers showed statistically significant differences according to the variables of the duration of computer technology usage and the duration of mobile technology usage, and it was determined that there was no statistically significant difference in terms of gender and professional seniority variables. Teacher self-efficacy levels of classroom teachers showed a statistically significant difference in terms of professional seniority, duration of use of computer technologies and duration of mobile technologies, but there was no significant difference in terms of gender. Finally, with Pearson Correlation Analysis, it was concluded that there was a high level of a positive and significant relationship between classroom teachers’ technological pedagogical content knowledge and teacher self-efficacy beliefs.
Highlights
The development process in the 21st century has affected societies in many areas, and humanity has entered a rapid change process depending on these developments
What is the level of Technological Pedagogical Content Knowledge (TPACK) of classroom teachers?
Classroom teachers’ TPACK and teacher self-efficacy beliefs were examined according to various variables. 1127 classroom teachers working in public institutions affiliated with Manisa Provincial Directorate of National Education in the 2020-2021 academic year participated in the research
Summary
The development process in the 21st century has affected societies in many areas, and humanity has entered a rapid change process depending on these developments. These developments in technology have affected society in every field as well as in the field of education. Education has lost its classical teachings in today’s world and has changed. In the 21st century, education has become a process that aims to know, produce, increase knowledge, and learn continuously (Çelebi, 2016). Being able to raise entrepreneurial individuals who know and research the ways of accessing information through education, can use technology. Received 30 Oct 2021; Revised Dec 2021; Accepted Dec 2021
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Educational Technology and Online Learning
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
