Abstract
Study on the Technological Pedagogical and Content Knowledge of Teacher Candidates and Their Learning Strategies
Highlights
While teacher is trained, the knowledge and the skills that the teachers should have, can be seen in different periods of history and in different quality
The aim of this paper is to evaluate the Technological Pedagogical and Content Knowledge (TPACK) of teacher candidates, defining the learning strategies of same candidates and researching whether
Technological pedagogical and content knowledge (TPACK) framework was formed by the addition of technology knowledge (TK) on Shulman's (1986) pedagogical content knowledge (PCK) which means understanding of how to interact with education and technology would be more effective (Koehler & Mishra, 2009)
Summary
The knowledge and the skills that the teachers should have, can be seen in different periods of history and in different quality. It was primarily focused on content knowledge (CK) that the teachers should have. By the mid-1980s, it’s began to adopt the idea that it isn’t enough to teach content and pedagogical knowledge separately. After that it was added pedagogical knowledge (PCK) on content knowledge (CK) which points out their profession knowledge (Shulman, 1986). It is necessary to identify and enhance ‘’Technological Pedagogical and Content Knowledge’’ level of teachers and to determine the obstacles encountered for increasing these levels
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