Participatory Educational Research

Yazarlar: Niyazi GÜNDOĞMUŞ, Şemseddin GÜNDÜZ

Konular:Eğitim, Bilimsel Disiplinler

DOI:10.17275/per.15.06.2.2

Anahtar Kelimeler:Technology integration,Technological pedagogical and content knowledge,Learning strategies,Teacher training,Teacher candidate

Özet: 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 there is relationship between these changes, or not. The research was carried out upon 493 senior class teachers candidate who studied in Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education in 2011-2012 spring term. The data is acquired by using Technological Pedagogical Content Knowledge Scale and Motivated Strategies for Learning Questionnaire. The data which is acquired from the scales and the information belongs to participants are analyzed with the SPSS (Statistical Package for the Social Sciences) 19.0 packaged software. During the analysis of data, it was used independent-samples t-test, correlation and regression analysis. According to the findings which were obtained from the research, TPACK levels of teacher candidates are occasionally, male candidates’ technology, pedagogy and technological content knowledge skills are higher than girls. In the research, it can’t be seen that there isn’t any significant difference between groups according to score type used for the placement at university in TPACK components, a significant relationship was found between TPACK and learning strategies such as recursion, learning from friend, help search strategies’ elaboration, organizing, critical thinking, metacognitive self-regulation, time operation environment monitoring, additionally it was understood that organization and critical thinking strategies predicted the TPACK.

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