Research Article
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Year 2019, Volume: 10 Issue: 3, 289 - 308, 12.07.2019

Omer Simsek Taha Yazar

https://doi.org/10.30935/cet.590105

Abstract

References

  • Abbitt, J. T. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers. Journal of Digital Learning in Teacher Education, 27(4), 134-143. http://dx.doi.org/10.1080/21532974.2011.10784670
  • Albion, P. R. (2014). Pre-service teachers' TPACK confidence in a regional Australian university. Proceedings of the Society for Information Technology and Teacher Education International Conference (SITE 2014) (pp. 10-17). Association for the Advancement of Computing in Education (AACE).
  • Angeli, C. & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154-168. https://doi.org/10.1016/j.compedu.2008.07.006
  • Angeli, C. & Valanides, N. (2015). Technological pedagogical content knowledge: exploring, developing, and assessing TPCK. New York: Springer.
  • Aydın-Gunbatar, S., Boz, Y., & Yerdelen-Damar, S. A. (2017). Closer examination of TPACK-self-efficacy construct: Modeling elementary pre-service science teachers’ TPACK-self efficacy. Elementary Education Online, 16(3), 917-934. https://doi.org/10.17051/ ilkonline.2017.330232
  • Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. A. Bandura (Ed.) Self-efficacy in changing society (pp.1-45). New York: Cambridge University Press.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
  • Baran, E., Chuang, Hsueh-Hua., & Thompson, A. (2011). TPACK: An emerging research and development tool for teacher educators. The Turkish Online Journal of Educational Technology, 10(4), 370-377.
  • Baylor, A. L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning ın technology-using classrooms? Computers and Education, 39(4), 395-414. https://doi.org/10.1016/S0360-1315(02)00075-1
  • Borko, H., Whitcomb, J., & Liston, D. (2009). Wicked problems and other thoughts on issues of technology and teacher learning. Journal of Teacher Education, 60(1), 3-7. https://doi.org/10.1177/0022487108328488
  • Cavanagh, R. F. & Koehler, M. J. (2013) A turn toward specifying validity criteria in the measurement of technological pedagogical content knowledge (TPACK). Journal of Research on Technology in Education, 46(2), 129-148. https://doi.org/10.1080/ 15391523.2013.10782616
  • Chai, C. S., Koh, J. H. L., Tsai, C. C. & Tan, L. (2011). Modeling primary school preservice teachers' Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57, 1184-1193. https://doi.org/10.1016/j.compedu.2011.01.007
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Erlbaum.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
  • Darby, L. (2009). Translating a “Relevance Imperative” into junior secondary mathematics and science pedagogy. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 277-288. https://doi.org/10.12973/ejmste/75279
  • Dargut, T. & Celik, G. (2014). Pre-Service Turkish Language Teachers’ Attitudes and Thoughts toward Use of Technology in Education. Journal of Mother Tongue Education, 2(2), 28-41. doi:10.1016/j.compedu.2011.01.007
  • Field, A. P. (2009). Discovering statistics using SPSS (3rd Ed.). London: Sage publications.
  • Gezgin, D. M. & Silahsızoglu (2016). The impact of the use of information technologies on Turkish. Turkish Online Journal of Qualitative Inquiry, 7(1), 28-46. https://doi.org/10. 17569/tojqi.51712
  • Goktas, Y., Yildirim, S., & Yildirim, Z. (2009). Main barriers and possible enablers of ICTs integration into pre-service teacher education programs. Educational Technology & Society, 12(1), 193-204.
  • Harris, J.,Mishra, P., & Koehler, M. J. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416. https://doi.org/10.1080/15391523.2009.10782536
  • Hirca, N. & Simsek, H. (2013). Enhancing and evaluating prospective teachers’ techno-pedagogical knowledge integration towards science subject. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 7(1), 57-82. http://dx.doi.org/10.12973/nefmed153.
  • Hsu, S. (2010). Developing a scale for teacher integration of information and communication technology in grades 1-9. Journal of Computer Assisted Learning, 26(3), 175-189. https://doi.org/10.1111/j.1365-2729.2010.00348.x
  • ISTE (2014). ISTE Standards teachers. Retrieved on 16 December 2018 from http://www.iste. org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf.
  • Jamieson-Proctor, R., Finger, G., Albion, P., Cavanagh, R., Fitzgerald, R., Bond, T., & Grimbeek, P. (2012). Teaching Teachers for the Future (TTF) project: Development of the TTF TPACK survey instrument. Paper presented at ACEC2012: ITs Time Conference. Perth, Australia. Retrieved on 16 December 2018 from http://bit.ly/ACEC2012_Proceedings
  • John, P. D. & Baggott la Velle, L. (2004). Devices and desires: subject subcultures, pedagogical identity and the challenge of information and communications technology. Technology, Pedagogy and Education, 13(3), 307-326. https://doi.org/10.1080/14759390400200188
  • Kabakci Yurdakul, I., Odabasi, H.F., Kilicer, K, Coklar, A.N., Birinci, G., & Kurt, A.A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58(3), 964-977. https://doi.org/10.1016/ j.compedu.2011.10.012
  • Karaseva, A., Siibak, A., & Pruulmann-Vengerfeldt, P. (2015). Relationships between teachers` pedagogical beliefs, subject cultures, and mediation practices of students' use of digital technology. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 9(1). https://doi.org/10.5817/CP2015-1-6
  • Koehler, M. J. & Mishra, P. (2008). Introducing TPCK. In J. A. Colbert, K. E. Boyd, K. A. Clark, S. Guan, J. B. Harris, M. A. Kelly & A. D. Thompson (Eds.), Handbook of technological pedagogical content knowledge for educators. (pp. 1-29). New York: Routledge.
  • Koehler, M. J., Shin, T. S., & Mishra, P. (2012). How do we measure TPACK? Let me count the ways. In R. N. Ronau, C. R. Rakes, & M. L. Niess (Eds.), Educational technology, teacher knowledge, and classroom impact: A research handbook on frameworks and approaches (pp. 16–31). Hershey, PA: Information Science Reference.
  • Kopcha, T. J. (2010). A systems-based approach to technology integration using mentoring and communities of practice. Educational Technology Research and Development, 58(2), 175-190. DOI: 10.1007/s11423-008-9095-4
  • Krueger, K, Hansen, L., & Smaldino. S. (2003). Preservice teacher technology competencies: A model for preparing teachers of tomorrow to use technology. TechTrends, 44(3), 47-50. https://doi.org/10.1007/BF02778227
  • Kula, A. (2015). Investigating prospective teachers’ technological pedagogical content knowledge (TPACK) competences: Bartin University sample. The Journal of Academic Social Science, 3(12), 395-412.
  • Kula, A. & Deryakulu, D. (2017). Different subject teachers’ views, applications and suggestions about ICT integration in education. Educational Technology Theory and Practice, 7(2), 73-93. https://doi.org/10.17943/etku.267187
  • Lai, T., & Lin, H. (2018). An investigation of the relationship of beliefs, values and technological pedagogical content knowledge among teachers. Technology, Pedagogy and Education, 27(4), 445-458. https://doi.org/10.1080/1475939X.2018.1496137
  • Lee, M. H. & Tsai, C. C. (2010). Exploring teachers’ perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38(1), 1-21. https://doi.org/10.1007/s11251-008-9075-4
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108, 1017-1054.
  • Mumtaz, S. (2000). Factors affecting teachers’ use of information and communications technology: a review of the literature. Journal of Information Technology for Teacher Education, 9(3), 319-342. https://doi.org/10.1080/14759390000200096
  • Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education 21(2005) 509-523. https://doi.org/10.1016/j.tate.2005.03.006
  • Niess, M. L., Ronau, R. N., Shafer, K. G., Driskell, S. O., Harper S. R., Johnston, C., Browning, C., Ozgun-Koca, S. A., & Kersaint, G. (2009). Mathematics teacher TPACK standards and development model. Contemporary Issues in Technology and Teacher Education, 9(1), 4-24. Retrieved on 2 February 2018 from https://www.learntechlib.org/p/29448/.
  • Ozgen, K., Narli, S., & Alkan, H. (2013). An investigation of mathematics teacher trainees’ technological pedagogical content knowledge and their perception of the frequency of technology use. Electronic Journal of Social Sciences, 12(44), 31-51.
  • Roblyer, M.D. (2006). Integrating educational technology into teaching (4th ed.). Upper Saddle River, NJ: Prentice Hall.
  • Sarac, M. (2015). An explanatory investigation on the Turkish EFL teachers’ TPACK and their attitudes toward the use of interactive whiteboards (Master of Arts Thesis). Retrieved from The Council of Higher Education Theses database of Turkey. (Thesis No. 395176).
  • Simsek, O. & Yazar, T. (2016, October). Validity and reliability study of technological pedagogical content knowledge self-efficacy scale based on international educational technology standards (TPACK-ISTE). Paper presented at the 1st International Conference on Lifelong Learning and Leadership for All. Olomouc, Czech Republic.
  • Tay, L. Y., Lim, C. P., & Lim, S. K. (2015). Differences in ICT usage across subject areas: A case of an elementary school in Singapore. Journal of Educational Computing Research, 53(1), 75-94. https://doi.org/10.1177/0735633115585930
  • Tay, L. Y., Lim, S. K., & Lim, C. P. (2013). Factors affecting the ICT integration and implementation of one-to-one computing learning environment in a primary school –A sociocultural perspective. In L. Y. Tay & C. P. Lim (Eds.), Creating holistic technology-enhanced learning experiences: Tales from a future school in Singapore (pp. 19-37). Rotterdam, the Netherlands: Sense Publishers.
  • Toledo, C. (2005). A five-stage model of computer technology integration into teacher education curriculum. Contemporary Issues in Technology and Teacher Education, 5(2), 177-191.
  • Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2017). A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap! Australasian Journal of Educational Technology, 33(3), 46-60. https://doi.org/10.14742/ajet.3504
  • Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59, 134–144. https://doi.org/10.1016/ j.compedu.2011.10.009
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Examining the Self-Efficacy of Prospective Teachers in Technology Integration According to their Subject Areas: The Case of Turkey

Year 2019, Volume: 10 Issue: 3, 289 - 308, 12.07.2019

Omer Simsek Taha Yazar

https://doi.org/10.30935/cet.590105

Abstract

The purpose of this study is to examine
prospective teachers’ TPACK self-efficacy and variables affecting their
training to integrate technology in education according to their subject areas.
The survey research, a quantitative research method, was used in the study. The
sample of the study is composed of senior prospective teachers (n=3553) from 19
different departments of 18 state universities in Turkey. The departments were
gathered into nine subject areas by taking into consideration the criteria of
prospective teachers’ subject areas. Mann-Whitney U and Kruskall-Wallis H tests were used for
the comparisons of the groups. The results of the study show that TPACK is perceived
differently according to the subject areas. Prospective teachers think that teacher
educators do not sufficiently exhibit technology integration behaviors in their
lessons and participants think that they somewhat have authentic experiences in
using technology in education. While both scores of TPACK self-efficacy and
variables affecting prospective teachers’ training to integrate technology in
education are higher in favor of Foreign Languages subject area; prospective
teachers in Mathematics and Turkish language have lower scores than other
subject areas in the study. As a result, the self-efficacy of prospective
teachers’ technology integration significantly differentiates.

Keywords

Technology integration TPACK Self-efficacy Prospective teachers

References

  • Abbitt, J. T. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers. Journal of Digital Learning in Teacher Education, 27(4), 134-143. http://dx.doi.org/10.1080/21532974.2011.10784670
  • Albion, P. R. (2014). Pre-service teachers' TPACK confidence in a regional Australian university. Proceedings of the Society for Information Technology and Teacher Education International Conference (SITE 2014) (pp. 10-17). Association for the Advancement of Computing in Education (AACE).
  • Angeli, C. & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154-168. https://doi.org/10.1016/j.compedu.2008.07.006
  • Angeli, C. & Valanides, N. (2015). Technological pedagogical content knowledge: exploring, developing, and assessing TPCK. New York: Springer.
  • Aydın-Gunbatar, S., Boz, Y., & Yerdelen-Damar, S. A. (2017). Closer examination of TPACK-self-efficacy construct: Modeling elementary pre-service science teachers’ TPACK-self efficacy. Elementary Education Online, 16(3), 917-934. https://doi.org/10.17051/ ilkonline.2017.330232
  • Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. A. Bandura (Ed.) Self-efficacy in changing society (pp.1-45). New York: Cambridge University Press.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
  • Baran, E., Chuang, Hsueh-Hua., & Thompson, A. (2011). TPACK: An emerging research and development tool for teacher educators. The Turkish Online Journal of Educational Technology, 10(4), 370-377.
  • Baylor, A. L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning ın technology-using classrooms? Computers and Education, 39(4), 395-414. https://doi.org/10.1016/S0360-1315(02)00075-1
  • Borko, H., Whitcomb, J., & Liston, D. (2009). Wicked problems and other thoughts on issues of technology and teacher learning. Journal of Teacher Education, 60(1), 3-7. https://doi.org/10.1177/0022487108328488
  • Cavanagh, R. F. & Koehler, M. J. (2013) A turn toward specifying validity criteria in the measurement of technological pedagogical content knowledge (TPACK). Journal of Research on Technology in Education, 46(2), 129-148. https://doi.org/10.1080/ 15391523.2013.10782616
  • Chai, C. S., Koh, J. H. L., Tsai, C. C. & Tan, L. (2011). Modeling primary school preservice teachers' Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57, 1184-1193. https://doi.org/10.1016/j.compedu.2011.01.007
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Erlbaum.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
  • Darby, L. (2009). Translating a “Relevance Imperative” into junior secondary mathematics and science pedagogy. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 277-288. https://doi.org/10.12973/ejmste/75279
  • Dargut, T. & Celik, G. (2014). Pre-Service Turkish Language Teachers’ Attitudes and Thoughts toward Use of Technology in Education. Journal of Mother Tongue Education, 2(2), 28-41. doi:10.1016/j.compedu.2011.01.007
  • Field, A. P. (2009). Discovering statistics using SPSS (3rd Ed.). London: Sage publications.
  • Gezgin, D. M. & Silahsızoglu (2016). The impact of the use of information technologies on Turkish. Turkish Online Journal of Qualitative Inquiry, 7(1), 28-46. https://doi.org/10. 17569/tojqi.51712
  • Goktas, Y., Yildirim, S., & Yildirim, Z. (2009). Main barriers and possible enablers of ICTs integration into pre-service teacher education programs. Educational Technology & Society, 12(1), 193-204.
  • Harris, J.,Mishra, P., & Koehler, M. J. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416. https://doi.org/10.1080/15391523.2009.10782536
  • Hirca, N. & Simsek, H. (2013). Enhancing and evaluating prospective teachers’ techno-pedagogical knowledge integration towards science subject. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 7(1), 57-82. http://dx.doi.org/10.12973/nefmed153.
  • Hsu, S. (2010). Developing a scale for teacher integration of information and communication technology in grades 1-9. Journal of Computer Assisted Learning, 26(3), 175-189. https://doi.org/10.1111/j.1365-2729.2010.00348.x
  • ISTE (2014). ISTE Standards teachers. Retrieved on 16 December 2018 from http://www.iste. org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf.
  • Jamieson-Proctor, R., Finger, G., Albion, P., Cavanagh, R., Fitzgerald, R., Bond, T., & Grimbeek, P. (2012). Teaching Teachers for the Future (TTF) project: Development of the TTF TPACK survey instrument. Paper presented at ACEC2012: ITs Time Conference. Perth, Australia. Retrieved on 16 December 2018 from http://bit.ly/ACEC2012_Proceedings
  • John, P. D. & Baggott la Velle, L. (2004). Devices and desires: subject subcultures, pedagogical identity and the challenge of information and communications technology. Technology, Pedagogy and Education, 13(3), 307-326. https://doi.org/10.1080/14759390400200188
  • Kabakci Yurdakul, I., Odabasi, H.F., Kilicer, K, Coklar, A.N., Birinci, G., & Kurt, A.A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58(3), 964-977. https://doi.org/10.1016/ j.compedu.2011.10.012
  • Karaseva, A., Siibak, A., & Pruulmann-Vengerfeldt, P. (2015). Relationships between teachers` pedagogical beliefs, subject cultures, and mediation practices of students' use of digital technology. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 9(1). https://doi.org/10.5817/CP2015-1-6
  • Koehler, M. J. & Mishra, P. (2008). Introducing TPCK. In J. A. Colbert, K. E. Boyd, K. A. Clark, S. Guan, J. B. Harris, M. A. Kelly & A. D. Thompson (Eds.), Handbook of technological pedagogical content knowledge for educators. (pp. 1-29). New York: Routledge.
  • Koehler, M. J., Shin, T. S., & Mishra, P. (2012). How do we measure TPACK? Let me count the ways. In R. N. Ronau, C. R. Rakes, & M. L. Niess (Eds.), Educational technology, teacher knowledge, and classroom impact: A research handbook on frameworks and approaches (pp. 16–31). Hershey, PA: Information Science Reference.
  • Kopcha, T. J. (2010). A systems-based approach to technology integration using mentoring and communities of practice. Educational Technology Research and Development, 58(2), 175-190. DOI: 10.1007/s11423-008-9095-4
  • Krueger, K, Hansen, L., & Smaldino. S. (2003). Preservice teacher technology competencies: A model for preparing teachers of tomorrow to use technology. TechTrends, 44(3), 47-50. https://doi.org/10.1007/BF02778227
  • Kula, A. (2015). Investigating prospective teachers’ technological pedagogical content knowledge (TPACK) competences: Bartin University sample. The Journal of Academic Social Science, 3(12), 395-412.
  • Kula, A. & Deryakulu, D. (2017). Different subject teachers’ views, applications and suggestions about ICT integration in education. Educational Technology Theory and Practice, 7(2), 73-93. https://doi.org/10.17943/etku.267187
  • Lai, T., & Lin, H. (2018). An investigation of the relationship of beliefs, values and technological pedagogical content knowledge among teachers. Technology, Pedagogy and Education, 27(4), 445-458. https://doi.org/10.1080/1475939X.2018.1496137
  • Lee, M. H. & Tsai, C. C. (2010). Exploring teachers’ perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38(1), 1-21. https://doi.org/10.1007/s11251-008-9075-4
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108, 1017-1054.
  • Mumtaz, S. (2000). Factors affecting teachers’ use of information and communications technology: a review of the literature. Journal of Information Technology for Teacher Education, 9(3), 319-342. https://doi.org/10.1080/14759390000200096
  • Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education 21(2005) 509-523. https://doi.org/10.1016/j.tate.2005.03.006
  • Niess, M. L., Ronau, R. N., Shafer, K. G., Driskell, S. O., Harper S. R., Johnston, C., Browning, C., Ozgun-Koca, S. A., & Kersaint, G. (2009). Mathematics teacher TPACK standards and development model. Contemporary Issues in Technology and Teacher Education, 9(1), 4-24. Retrieved on 2 February 2018 from https://www.learntechlib.org/p/29448/.
  • Ozgen, K., Narli, S., & Alkan, H. (2013). An investigation of mathematics teacher trainees’ technological pedagogical content knowledge and their perception of the frequency of technology use. Electronic Journal of Social Sciences, 12(44), 31-51.
  • Roblyer, M.D. (2006). Integrating educational technology into teaching (4th ed.). Upper Saddle River, NJ: Prentice Hall.
  • Sarac, M. (2015). An explanatory investigation on the Turkish EFL teachers’ TPACK and their attitudes toward the use of interactive whiteboards (Master of Arts Thesis). Retrieved from The Council of Higher Education Theses database of Turkey. (Thesis No. 395176).
  • Simsek, O. & Yazar, T. (2016, October). Validity and reliability study of technological pedagogical content knowledge self-efficacy scale based on international educational technology standards (TPACK-ISTE). Paper presented at the 1st International Conference on Lifelong Learning and Leadership for All. Olomouc, Czech Republic.
  • Tay, L. Y., Lim, C. P., & Lim, S. K. (2015). Differences in ICT usage across subject areas: A case of an elementary school in Singapore. Journal of Educational Computing Research, 53(1), 75-94. https://doi.org/10.1177/0735633115585930
  • Tay, L. Y., Lim, S. K., & Lim, C. P. (2013). Factors affecting the ICT integration and implementation of one-to-one computing learning environment in a primary school –A sociocultural perspective. In L. Y. Tay & C. P. Lim (Eds.), Creating holistic technology-enhanced learning experiences: Tales from a future school in Singapore (pp. 19-37). Rotterdam, the Netherlands: Sense Publishers.
  • Toledo, C. (2005). A five-stage model of computer technology integration into teacher education curriculum. Contemporary Issues in Technology and Teacher Education, 5(2), 177-191.
  • Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2017). A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap! Australasian Journal of Educational Technology, 33(3), 46-60. https://doi.org/10.14742/ajet.3504
  • Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59, 134–144. https://doi.org/10.1016/ j.compedu.2011.10.009
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There are 61 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Omer Simsek 0000-0001-8222-1920

Taha Yazar This is me 0000-0002-2285-4889

Publication Date July 12, 2019
Published in Issue Year 2019 Volume: 10 Issue: 3

Cite

APA Simsek, O., & Yazar, T. (2019). Examining the Self-Efficacy of Prospective Teachers in Technology Integration According to their Subject Areas: The Case of Turkey. Contemporary Educational Technology, 10(3), 289-308. https://doi.org/10.30935/cet.590105
AMA Simsek O, Yazar T. Examining the Self-Efficacy of Prospective Teachers in Technology Integration According to their Subject Areas: The Case of Turkey. Contemporary Educational Technology. July 2019;10(3):289-308. doi:10.30935/cet.590105
Chicago Simsek, Omer, and Taha Yazar. “Examining the Self-Efficacy of Prospective Teachers in Technology Integration According to Their Subject Areas: The Case of Turkey”. Contemporary Educational Technology 10, no. 3 (July 2019): 289-308. https://doi.org/10.30935/cet.590105.
EndNote Simsek O, Yazar T (July 1, 2019) Examining the Self-Efficacy of Prospective Teachers in Technology Integration According to their Subject Areas: The Case of Turkey. Contemporary Educational Technology 10 3 289–308.
IEEE O. Simsek and T. Yazar, “Examining the Self-Efficacy of Prospective Teachers in Technology Integration According to their Subject Areas: The Case of Turkey”, Contemporary Educational Technology, vol. 10, no. 3, pp. 289–308, 2019, doi: 10.30935/cet.590105.
ISNAD Simsek, Omer - Yazar, Taha. “Examining the Self-Efficacy of Prospective Teachers in Technology Integration According to Their Subject Areas: The Case of Turkey”. Contemporary Educational Technology 10/3 (July 2019), 289-308. https://doi.org/10.30935/cet.590105.
JAMA Simsek O, Yazar T. Examining the Self-Efficacy of Prospective Teachers in Technology Integration According to their Subject Areas: The Case of Turkey. Contemporary Educational Technology. 2019;10:289–308.
MLA Simsek, Omer and Taha Yazar. “Examining the Self-Efficacy of Prospective Teachers in Technology Integration According to Their Subject Areas: The Case of Turkey”. Contemporary Educational Technology, vol. 10, no. 3, 2019, pp. 289-08, doi:10.30935/cet.590105.
Vancouver Simsek O, Yazar T. Examining the Self-Efficacy of Prospective Teachers in Technology Integration According to their Subject Areas: The Case of Turkey. Contemporary Educational Technology. 2019;10(3):289-308.