Abstract
This study aims at examining social studies teacher candidates’ self-efficacy beliefs for technological pedagogical content knowledge through multiple variables and presenting new perspectives for researchers and practitioners. A causal-comparative research design was adopted for this study. Among non-random sampling methods, convenience sampling was used to select participants. The sample of the study consists of 349 3rd and 4th year college students (teacher candidates) studying at three state universities in Turkey’s Central Anatolia Region in the 2018–2019 academic year. The Technological Pedagogical Content Knowledge (TPACK) scale was used for collecting data in this study. T-test and one-way analysis of variance (ANOVA) was employed to analyze data. According to the obtained results, the social studies teacher candidates’ self-efficacy beliefs for technological pedagogical content knowledge can be considered above average. No significant differences were found between participants’ self-efficacy beliefs for TPACK and some independent variables such as gender, year in college, GPA score, personal computer ownership, and Instructional Technology and Material Development course score. On the other hand, it was determined that perceived technology competency and the use of content sharing platforms for professional purposes were important predictors for social studies teacher candidates’ self-efficacy beliefs about TPACK.
Highlights
Today’s societies focus on raising ideal individuals through education and aim to provide individuals with the knowledge and life skills needed to thrive in the modern world as well as to be prepared for the future
The purpose of the current paper is to examine social studies teacher candidates’ self-efficacy beliefs for their Technological Pedagogical Content Knowledge (TPACK) knowledge according to the multiple variables: gender, year in college, grade point average, owning a personal computer, perceived technology competency, use of content sharing platforms for professional purposes, and instructional technology and material development (ITMD) course score
It can be argued that they had higher mean scores for the sub-components of Technological Knowledge (3.47), Pedagogical Knowledge (3.74), Content Knowledge (3.71), Technological Content Knowledge (3.73), Pedagogical Content Knowledge (3.67), Technological Pedagogical Knowledge (3.67), and Technological Pedagogical Content Knowledge (3.76)
Summary
Today’s societies focus on raising ideal individuals through education and aim to provide individuals with the knowledge and life skills needed to thrive in the modern world as well as to be prepared for the future. Education is one of the fields that the impact of technology most obvious, it stands out as a field that radical changes were not clearly seen after technology integration compared to other fields (Oliver, 2002). Some factors such as insufficient funds allocated to increase the technological equipment in educational environments, low motivation of teachers towards the use of technology and inadequate technology competency were considered as the main reasons for this deficiency (Cox et al, 1999). The lack of technological resources in schools has been met to a great extent and individuals use web technologies such as the internet and apps more intensively in their daily lives, the reasons for the existence of such problems is the fact that the use and teaching of technology in schools are mostly carried out by teachers who specialize in computer and instructional technologies and teachers from other disciplines refrain from using technology in teaching practices due to their lack of knowledge in instructional technologies (Demetriadis et al, 2003; Gür, et al, 2010; Hu et al, 2003)
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