Abstract
<p style="text-align:justify">In this study, it is aimed to examine the relationship between prospective teachers' occupational anxiety and technological pedagogical content knowledge. Correlational model was used in this study. The participants consisted of 481 prospective teachers studying at Sakarya University Faculty of Education in the spring term of 2018-2019 academic year. Technological Pedagogical Content Knowledge Scale (TPACKS) and Occupational Anxiety Scale (OAS) were used as data collection instruments. As a result of canonical correlation analysis, it was determined that technological pedagogical content knowledge affects occupational anxiety by 62%.</p>
Highlights
Stress ensphering humanity in the chaos of the 21st century, affects teachers and prospective teachers for various reasons
This study aims to investigate whether the prospective teachers' occupational anxiety is related to technological pedagogical content knowledge
Research Method This study aims to examine whether the prospective teachers' occupational anxiety is related to technological pedagogical content knowledge
Summary
Stress ensphering humanity in the chaos of the 21st century, affects teachers and prospective teachers for various reasons. The causes of stress vary due to temporary conditions, it can be said that they cause teacher's anxiety which is negatively reflected in the teaching learning process and in the students' learning process. In this context, it is important to know the sources of anxiety related to the teachers’ and prospective teachers’ education process and to identify the sources to increase their knowledge and experience to reduce anxiety in order to obtain the desired quality in the education process. In studies conducted with prospective teachers, it has been shown that discipline (Ahlering, 1963; Brown, 1975; Capel, 1997; Dropkin & Taylor, 1963; Fuller & Venmaan, 1984; Guillaume & Rudney, 1993; Kokkinos, 2007; Mandzuk & Hasinoff, 2010; Travers et al, 1953; Wey, 1951; York, 1968), regulation of the school equipment and physical conditions (Brown & Ralph, 1992; Campbell & Williamson, 1974; Cooper & Kelly, 1993; Fuller & Brown, 1975; Thompson, 1963), academic qualifications (Aftab & Khatoon, 2012; Erickson & Rudd, 1967; Fuller, 1969; Mondal, Shrestha & Bhaila, 2011; Thompson, 1963; York, 1968), ability to plan teaching
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