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Perceived Self-Efficacy Levels of Prospective Teachers Regarding Some Factors in the Framework of Web Pedagogical Content Knowledge

Yıl 2023, Cilt: 7 Sayı: 14, 257 - 271, 31.07.2023

Serpil Uçar Elham Zarfsaz

https://doi.org/10.31458/iejes.1233362

Öz

The goal of this research is to investigate self-efficacy degrees of prospective teachers from different disciplines in terms of five sub-dimension of Web Pedagogical Content Knowledge (W-PACK) and whether different factors (gender, grade, or department) significantly affect prospective teachers’ perceived self-efficacy levels or not. The study employed the survey method, a quantitative non-experimental research technique. The students, who were in second, third, and fourth grades, successfully finished the two-period first-year information technology obligatory courses. The study's findings demonstrated that pre-service teachers were quite confident in their ability to use the web and understand its general, communication, content, pedagogical, and attitudinal elements. The findings also revealed that there were no statistically significant variations in the responses with respect to gender across all of the sub-scales. Moreover, the findings demonstrated that there were no appreciable variations in any of the sub-scales of the W-PACK regarding departments. With the exception of attitude toward web-based education, there were no statistically significant variations between participant grades in the five dimensions or the perceived self-efficacy degrees of prospective teachers across all the sub-dimensions. The results of this study, however, revealed that attitudes toward web-based instruction varied considerably across the junior and senior groups. In light of the findings, technology and web-based teaching methods should be coordinated with the existing teaching curricula to provide teacher candidates with the application of content-pedagogical-technology components in an integrated manner.

Anahtar Kelimeler

Prospective teachers web pedagogical content knowledge self-efficacy levels

Kaynakça

  • Androutsopoulos, J. (2006). Introduction: Sociolinguistics and computer-mediated communication. Journal of Sociolinguistics, 10(4), 419e438.
  • Archambault, L. & Crippen, K. (2009). Examining tpack among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71-88.
  • Aydoğmuş, M. & Ibrahim, M. (2022). Two approaches to investigate preservice teachers’ tpack competencies and self-regulated learning skills in the Turkiye and the United States. Journal of Computer and Education Research, 10 (20), 531-546. https://doi.org/10.18009/jcer.1107419
  • Azgın, A. O. & Şenler, B. (2018). İlkokullarda görev yapan sınıf öğretmenlerinin teknolojik pedagojik alan bilgilerinin incelenmesi [Investigating the technological pedagogical content knowledge of primary teachers]. Journal of Computer and Education Research, 6 (11), 47-64. https://doi.org/10.18009/jcer.346858
  • Bal, M.S. & Karademir, N. (2013). Sosyal bilgiler öğretmenlerinin teknolojik pedagojik alan bilgisi (Tpab) konusunda öz-değerlendirme seviyelerinin belirlenmesi [Determining social science teachers’ self-assessment levels with regard to their technological pedagogical content knowledge (TPCK)]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 34 (34), 15-32.
  • Balçın, M., & Ergün, A. (2018). Fen bilgisi öğretmen adaylarının sahip oldukları teknolojik pedagojik alan bilgisi (TPAB) öz-yeterliklerinin belirlenmesi ve çeşitli değişkenlere göre incelenmesi [Determination of technological pedagogical content knowledge (TPACK) self-efficacy of science teacher candidates and analysis of them according to various variables]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 45, 23-47.
  • Brown, D., & Warschauer, M. (2006). From the university to the elementary classroom: students' experiences in learning to integrate technology in instruction. Journal of Technology and Teacher Education, 14(3), 599-621
  • Chai, C. S., Koh, J. H. L., Ho, H. N. J., & Tsai, C. C. (2012). Examining pre-service teachers' perceived knowledge of tpack and cyber wellness through structural equation modeling. Australian Journal of Educational Technology, 28(6), 1000-1019.
  • Cox, S. & Graham, C.R. (2009). Diagramming tpack in practice: using an elaborated model of the tpack framework to analyze and depict teacher knowledge. Tech Trends, 53(5), 60-69
  • Çiftçi, T., & Dikmenli, Y. (2018). coğrafya ve sosyal bilgiler öğretmen adaylarının teknolojik pedagojik alan bilgisi özdeğerlendirme düzeylerinin farklı değişkenlere göre incelenmesi [The investigation of geography and social science student teachers technological pedagogical content knowledge self-assessment level with regard to different variables]. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 10 (28), 1-30.
  • Delen, K. (2016). The investigation of technological pedagogical and content knowledge level by Turkish teachers of English. [Unpublished master’s thesis. Çağ University. Institute of Social Sciences, Mersin, Turkey] Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Gao, P., Choy, D., Wong, A. F. L., & Wu, J. (2009). Developing a better understanding of technology-based pedagogy. Australasian Journal of Educational Technology, 25(5), 714-730.
  • Gömleksiz, M. N., & Fidan, E. K. (2011). Self-efficacy perception levels of prospective teachers' enrolled at pedagogical formation course toward web pedagogical content knowledge. Turkish Studies, 6(4), 593-620.
  • Horzum, M. B. (2011). Web pedagojik içerik bilgisi ölçegi'nin Türkçeye uyarlaması [Adaptation of web pedagogical content knowledge survey to Turkish]. Elementary Education Online, 10(1), 257-272.
  • İşler, C., & Yıldırım, Ö. (2018). Perceptions of Turkish pre-service EFL teachers on their technological pedagogical content knowledge. Journal of Education and Future, 13, 145-160.
  • Johnson, B. (2001). Toward a new classification of non-experimental quantitative research. Educational Researcher, 30(2), 3-13.
  • Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: a research paradigm whose time has come. Educational Researcher, 33(7), 14-26.
  • Karademir, E. (2015). Eğitsel internet kullanımı ile teknolojik pedagojik alan bilgisi ve eğitim teknolojilerine yönelik tutum arasındaki ilişki: öğretmen adayları örneği [The relation between educational internet use and technological pedagogical content knowledge and attitudes toward educational technology: example of pre-service teachers]. Turkish Studies, 10(15), 519-534.
  • Karakaya, F., & Yazici, M. (2017). Examination of technological pedagogical content knowledge (TPACK) self-efficacy for pre-service science teachers on material development. European Journal of Education Studies. 3(3), 252-270.
  • Kavanoz, S., Yüksel, H. G., & Özcan, E. (2015). Pre-Service teachers' self-efficacy perceptions on web pedagogical content knowledge. Computers & Education, 85, 94-101
  • Kay, R. H. (2006). Evaluating strategies used to incorporate technology into pre-service education: a review of the literature. Journal of Research on Technology in Education, 38(4), 383-408.
  • Karasar, N. (2000) Bilimsel araştırma yöntemi [Scientific research method]. Ankara: Nobel Yayın Dağıtım. [Ankara: Nobel Publishing House].
  • Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. AACTE Committee on Innovation and technology (Ed.), The handbook of technological pedagogical content knowledge (TPCK) forneducators (pp. 3-29). Mah—wah, N]: Lawrence Erlbaum Associates.
  • Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2010). Examining the technology pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey. Journal of Computer Assisted Learning, 26(6), 563- 573.
  • Kwangsawad, T. (2016). Examining EFL pre-service teachers' tpack trough self-report, lesson plans and actual practice. Journal of Education and Learning, 10(2), 103-108.
  • Lee, C. B., Chai, C. S., Teo, T., & Chen, D. (2008). Preparing pre-service teachers’ for the integration of ICT based student-centred learning (SCL) curriculum. Journal of Education, 13, 15-28.
  • 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: An International Journal of the Learning Sciences, 38(1), 1-21
  • Lee, M. H., Tsai, C. C. & Chang, C. Y. (2008, March). Exploring teachers’ self-efficacy toward the web pedagogical content knowledge in Taiwan. Paper presented at the annual meeting of the American Educational Research Association, New York.
  • Lin, T. C., Tsai, C. C., Chai, C. S., & Lee, M. H. (2013). Identifying science teachers' perceptions of technological pedagogical and content knowledge (TPACK). Journal of Science Education and Technology, 22(3), 325-336. https://doi.org/10.1007/s10956-012-9396-6.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  • Paraskeva, F., Bouta, H., & Papagianna, A. (2008). Individual characteristics and computer self-efficacy in secondary education teachers to integrate technology in educational practice. Computers & Education, 50(3), 1084-1091.
  • Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon 9(5), 1-6.
  • Rahimi, M., & Pourshahbaz, S. (Eds.). (2018). English as a foreign language teachers' tpack: emerging research and opportunities. USA: IGI Global
  • Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Schumacher, P., & Morahan-Martin, J. (2001). Gender, internet and computer attitudes and experiences. Computers in Human Behavior, 17(1), 95-110.
  • Shin, T., Koehler, M., Mishra, P., Schmidt, D., Baran, E., & Thompson, A. (2009, March). Changing technological pedagogical content knowledge (TPACK) through course experiences. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009-society for information technology & teacher education international conference (pp. 4152-4159). Charleston, SC, USA: AACE
  • Tabachnick B.G., & Fidell, L. S. (2013) Using multivariate statistics. Boston: Pearson
  • Torkzadeh, G., Chang, J. C. J., & Demirhan, D. (2006). A contingency model of computer and internet self-efficacy. Information and Management, 43(4), 541e550.
  • Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805.
  • Yağcı, M. (2016). Pedagojik formasyon eğitimi öğretmen adaylarının teknopedagojik eğitim yeterliliklerinin çeşitli değişkenler açısından incelenmesi [Investigation of techno-pedogogıcal sufficiency of prospect pedagogical formation education teachers in terms of several variables]. Kastamonu Eğitim Dergisi, 24 (3), 1327-1342. Retrieved from https://dergipark.org.tr/tr/pub/kefdergi/issue/22607/241625
  • Yang, S. (2012). Exploring college students' attitudes and self-efficacy of mobile learning. The Turkish Online Journal of Educational Technology, 11(4), 148e154.

Perceived Self-Efficacy Levels of Prospective Teachers Regarding Some Factors in the Framework of Web Pedagogical Content Knowledge

Yıl 2023, Cilt: 7 Sayı: 14, 257 - 271, 31.07.2023

Serpil Uçar Elham Zarfsaz

https://doi.org/10.31458/iejes.1233362

Öz

The goal of this research is to investigate self-efficacy degrees of prospective teachers from different disciplines in terms of five sub-dimension of Web Pedagogical Content Knowledge (W-PACK) and whether different factors (gender, grade, or department) significantly affect prospective teachers’ perceived self-efficacy levels or not. The study employed the survey method, a quantitative non-experimental research technique. The students, who were in second, third, and fourth grades, successfully finished the two-period first-year information technology obligatory courses. The study's findings demonstrated that pre-service teachers were quite confident in their ability to use the web and understand its general, communication, content, pedagogical, and attitudinal elements. The findings also revealed that there were no statistically significant variations in the responses with respect to gender across all of the sub-scales. Moreover, the findings demonstrated that there were no appreciable variations in any of the sub-scales of the W-PACK regarding departments. With the exception of attitude toward web-based education, there were no statistically significant variations between participant grades in the five dimensions or the perceived self-efficacy degrees of prospective teachers across all the sub-dimensions. The results of this study, however, revealed that attitudes toward web-based instruction varied considerably across the junior and senior groups. In light of the findings, technology and web-based teaching methods should be coordinated with the existing teaching curricula to provide teacher candidates with the application of content-pedagogical-technology components in an integrated manner.

Anahtar Kelimeler

Prospective teachers web pedagogical content knowledge self-efficacy levels

Kaynakça

  • Androutsopoulos, J. (2006). Introduction: Sociolinguistics and computer-mediated communication. Journal of Sociolinguistics, 10(4), 419e438.
  • Archambault, L. & Crippen, K. (2009). Examining tpack among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71-88.
  • Aydoğmuş, M. & Ibrahim, M. (2022). Two approaches to investigate preservice teachers’ tpack competencies and self-regulated learning skills in the Turkiye and the United States. Journal of Computer and Education Research, 10 (20), 531-546. https://doi.org/10.18009/jcer.1107419
  • Azgın, A. O. & Şenler, B. (2018). İlkokullarda görev yapan sınıf öğretmenlerinin teknolojik pedagojik alan bilgilerinin incelenmesi [Investigating the technological pedagogical content knowledge of primary teachers]. Journal of Computer and Education Research, 6 (11), 47-64. https://doi.org/10.18009/jcer.346858
  • Bal, M.S. & Karademir, N. (2013). Sosyal bilgiler öğretmenlerinin teknolojik pedagojik alan bilgisi (Tpab) konusunda öz-değerlendirme seviyelerinin belirlenmesi [Determining social science teachers’ self-assessment levels with regard to their technological pedagogical content knowledge (TPCK)]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 34 (34), 15-32.
  • Balçın, M., & Ergün, A. (2018). Fen bilgisi öğretmen adaylarının sahip oldukları teknolojik pedagojik alan bilgisi (TPAB) öz-yeterliklerinin belirlenmesi ve çeşitli değişkenlere göre incelenmesi [Determination of technological pedagogical content knowledge (TPACK) self-efficacy of science teacher candidates and analysis of them according to various variables]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 45, 23-47.
  • Brown, D., & Warschauer, M. (2006). From the university to the elementary classroom: students' experiences in learning to integrate technology in instruction. Journal of Technology and Teacher Education, 14(3), 599-621
  • Chai, C. S., Koh, J. H. L., Ho, H. N. J., & Tsai, C. C. (2012). Examining pre-service teachers' perceived knowledge of tpack and cyber wellness through structural equation modeling. Australian Journal of Educational Technology, 28(6), 1000-1019.
  • Cox, S. & Graham, C.R. (2009). Diagramming tpack in practice: using an elaborated model of the tpack framework to analyze and depict teacher knowledge. Tech Trends, 53(5), 60-69
  • Çiftçi, T., & Dikmenli, Y. (2018). coğrafya ve sosyal bilgiler öğretmen adaylarının teknolojik pedagojik alan bilgisi özdeğerlendirme düzeylerinin farklı değişkenlere göre incelenmesi [The investigation of geography and social science student teachers technological pedagogical content knowledge self-assessment level with regard to different variables]. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 10 (28), 1-30.
  • Delen, K. (2016). The investigation of technological pedagogical and content knowledge level by Turkish teachers of English. [Unpublished master’s thesis. Çağ University. Institute of Social Sciences, Mersin, Turkey] Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Gao, P., Choy, D., Wong, A. F. L., & Wu, J. (2009). Developing a better understanding of technology-based pedagogy. Australasian Journal of Educational Technology, 25(5), 714-730.
  • Gömleksiz, M. N., & Fidan, E. K. (2011). Self-efficacy perception levels of prospective teachers' enrolled at pedagogical formation course toward web pedagogical content knowledge. Turkish Studies, 6(4), 593-620.
  • Horzum, M. B. (2011). Web pedagojik içerik bilgisi ölçegi'nin Türkçeye uyarlaması [Adaptation of web pedagogical content knowledge survey to Turkish]. Elementary Education Online, 10(1), 257-272.
  • İşler, C., & Yıldırım, Ö. (2018). Perceptions of Turkish pre-service EFL teachers on their technological pedagogical content knowledge. Journal of Education and Future, 13, 145-160.
  • Johnson, B. (2001). Toward a new classification of non-experimental quantitative research. Educational Researcher, 30(2), 3-13.
  • Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: a research paradigm whose time has come. Educational Researcher, 33(7), 14-26.
  • Karademir, E. (2015). Eğitsel internet kullanımı ile teknolojik pedagojik alan bilgisi ve eğitim teknolojilerine yönelik tutum arasındaki ilişki: öğretmen adayları örneği [The relation between educational internet use and technological pedagogical content knowledge and attitudes toward educational technology: example of pre-service teachers]. Turkish Studies, 10(15), 519-534.
  • Karakaya, F., & Yazici, M. (2017). Examination of technological pedagogical content knowledge (TPACK) self-efficacy for pre-service science teachers on material development. European Journal of Education Studies. 3(3), 252-270.
  • Kavanoz, S., Yüksel, H. G., & Özcan, E. (2015). Pre-Service teachers' self-efficacy perceptions on web pedagogical content knowledge. Computers & Education, 85, 94-101
  • Kay, R. H. (2006). Evaluating strategies used to incorporate technology into pre-service education: a review of the literature. Journal of Research on Technology in Education, 38(4), 383-408.
  • Karasar, N. (2000) Bilimsel araştırma yöntemi [Scientific research method]. Ankara: Nobel Yayın Dağıtım. [Ankara: Nobel Publishing House].
  • Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. AACTE Committee on Innovation and technology (Ed.), The handbook of technological pedagogical content knowledge (TPCK) forneducators (pp. 3-29). Mah—wah, N]: Lawrence Erlbaum Associates.
  • Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2010). Examining the technology pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey. Journal of Computer Assisted Learning, 26(6), 563- 573.
  • Kwangsawad, T. (2016). Examining EFL pre-service teachers' tpack trough self-report, lesson plans and actual practice. Journal of Education and Learning, 10(2), 103-108.
  • Lee, C. B., Chai, C. S., Teo, T., & Chen, D. (2008). Preparing pre-service teachers’ for the integration of ICT based student-centred learning (SCL) curriculum. Journal of Education, 13, 15-28.
  • 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: An International Journal of the Learning Sciences, 38(1), 1-21
  • Lee, M. H., Tsai, C. C. & Chang, C. Y. (2008, March). Exploring teachers’ self-efficacy toward the web pedagogical content knowledge in Taiwan. Paper presented at the annual meeting of the American Educational Research Association, New York.
  • Lin, T. C., Tsai, C. C., Chai, C. S., & Lee, M. H. (2013). Identifying science teachers' perceptions of technological pedagogical and content knowledge (TPACK). Journal of Science Education and Technology, 22(3), 325-336. https://doi.org/10.1007/s10956-012-9396-6.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  • Paraskeva, F., Bouta, H., & Papagianna, A. (2008). Individual characteristics and computer self-efficacy in secondary education teachers to integrate technology in educational practice. Computers & Education, 50(3), 1084-1091.
  • Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon 9(5), 1-6.
  • Rahimi, M., & Pourshahbaz, S. (Eds.). (2018). English as a foreign language teachers' tpack: emerging research and opportunities. USA: IGI Global
  • Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Schumacher, P., & Morahan-Martin, J. (2001). Gender, internet and computer attitudes and experiences. Computers in Human Behavior, 17(1), 95-110.
  • Shin, T., Koehler, M., Mishra, P., Schmidt, D., Baran, E., & Thompson, A. (2009, March). Changing technological pedagogical content knowledge (TPACK) through course experiences. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009-society for information technology & teacher education international conference (pp. 4152-4159). Charleston, SC, USA: AACE
  • Tabachnick B.G., & Fidell, L. S. (2013) Using multivariate statistics. Boston: Pearson
  • Torkzadeh, G., Chang, J. C. J., & Demirhan, D. (2006). A contingency model of computer and internet self-efficacy. Information and Management, 43(4), 541e550.
  • Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805.
  • Yağcı, M. (2016). Pedagojik formasyon eğitimi öğretmen adaylarının teknopedagojik eğitim yeterliliklerinin çeşitli değişkenler açısından incelenmesi [Investigation of techno-pedogogıcal sufficiency of prospect pedagogical formation education teachers in terms of several variables]. Kastamonu Eğitim Dergisi, 24 (3), 1327-1342. Retrieved from https://dergipark.org.tr/tr/pub/kefdergi/issue/22607/241625
  • Yang, S. (2012). Exploring college students' attitudes and self-efficacy of mobile learning. The Turkish Online Journal of Educational Technology, 11(4), 148e154.
Toplam 41 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makalesi
Yazarlar

Serpil Uçar 0000-0001-9722-8236

Elham Zarfsaz 0000-0002-6172-6388

Yayımlanma Tarihi 31 Temmuz 2023
Gönderilme Tarihi 12 Ocak 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 7 Sayı: 14

Kaynak Göster

APA Uçar, S., & Zarfsaz, E. (2023). Perceived Self-Efficacy Levels of Prospective Teachers Regarding Some Factors in the Framework of Web Pedagogical Content Knowledge. International E-Journal of Educational Studies, 7(14), 257-271. https://doi.org/10.31458/iejes.1233362
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