Exploring the Self-confidence of Preservice Science and Physics Teachers towards Technological Pedagogical Content Knowledge

Abstract

The aim of this study is to investigate the self-confidence of science and physics teacher candidates towards technological pedagogical content knowledge. Moreover, it was also examined the relationship among computer use habits of those teacher candidates and their confidence level towards technological pedagogical content knowledge. A total of 150 participants who were 75 preservice science teachers and 75 preservice physics teachers studying at Dicle University were involved to the study as convenient sample. The data collection tool was the Technological Pedagogical Content Knowledge Confidence Scale, a thirty- one items scale, developed by (Graham et al., 2009), and translated and adapted into Turkish by (Timur & Taşar, 2011). The participants’ confidence was investigated by the four dimensions of the scale which are Technological Pedagogical Content Knowledge, Technological Pedagogical Knowledge, Technological Content Knowledge, and Technological Knowledge. The results of the study revealed that technological pedagogical content knowledge self-confidence of preservice science and physics teachers did not significantly differ from each other on the gender and department basis but their computer use frequencies affected the confidence levels of preservice science teachers.