Teacher Performance in Terms of Technopedagogical Content Knowledge Competencies

Şule Betül Tosuntaş,Zuhal Cubukcu,Gary Beauchamp

doi:10.24106/kefdergi.726886

Abstract

Due to its rapidly evolving and changing nature, technology is rapidly and effectively integrated into education and teaching processes. Technopedagogical content knowledge is one of the important knowledge types that teachers should have in the process of technology integration. Teacher performance is naturally affected, as technology integration reshapes the education process. However, there is no research on how teacher performance is related to the use of technology in Turkey and teacher performance evaluation is one of the areas that are not emphasized enough. For this purpose, the research was designed using correlational model to determine the relationships between two or more variables. The study group consists of 305 teachers working in primary, secondary and high schools in Central Anatolia Region. The data of the research were collected through the Technopedagogical Content Knowledge Scale and the Teacher Performance Scale. The data were analyzed using descriptive statistics, t-test, ANOVA, correlation and regression techniques. The findings of the study showed that technopedagogical knowledge competencies and performance did not differ according to the gender of the teachers. Technopedagogical content knowledge competencies differ according to educational status and school type, and teacher performance differs according to school type. The technopedagogical content knowledge competencies and performances of teachers were negatively correlated with their ages and seniority. On the other hand, small positive relationships were determined between technopedagogical content knowledge and performance. In terms of this relationship, it can be stated that teachers who have high competence in technopedagogical content knowledge can perform better by using this knowledge or they can become more competent in technopedagogical content knowledge with the improvement of teachers' performances. Accordingly, it can be ensured that technology, pedagogy and content knowledge in teacher education are not presented separately and, presented as integrated knowledge.

Highlights

Technology can be quickly and effectively integrated into education processes due to its rapidly developing and changing nature
It can be suggested that Technopedagogical content knowledge (TPACK) is considered as a whole, and it can be developed theoretically and practically
This study suggests that technology, pedagogy, and content knowledge should not be included separately in teacher education, but presented in an integrated way

Summary

Introduction

Technology can be quickly and effectively integrated into education processes due to its rapidly developing and changing nature. Many studies which examine effective technology integration focus on factors and barriers that affect technology integration Such barriers, which were first conceptualized by Ertmer (1999) in the literature, were defined as internal and external. As external barriers to technology integration in the world are gradually overcome, the focus of researchers has shifted towards the nature of integration and internal barriers. This is necessary as overcoming external obstacles such as the provision of hardware infrastructure are not sufficient on their own for successful technology integration unless the beliefs and attitudes of teachers are changed as well

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