Author(s): Gökhan YARAR
The aim of the research is to reveal the relationship between the technological pedagogical content knowledge (TPACK) of English instructors according to faculty, gender, title, education level, age and occupational seniority variables. The participants of the study were 268 English teaching instructors working at six state universities in Ankara. In the first part of the data collection instrument, "Technological Pedagogical Content Knowledge Scale" consisting of a total of six sub-dimensions developed by Bostanc?o?lu (2014) in English and for English language only was used. The t-test and Anova were used statistically. According to the results of the research, it was found that in terms of gender, there is a significant difference in favor of male instructors in Technological Knowledge (TK), Technological Pedagogical Content Knowledge (TPACK) and the total scores of TPACK scale. According to the faculty graduates of English instructors, there is no significant difference in terms of TPACK. In terms of titles, it was found that there was a significant difference between instructors and lecturers in the TK scores, while Pedagogical Content Knowledge (PCK) scores showed a significant difference between the academic members and the lecturers. There was a significant difference between the instructors and the lecturers in the total score of the scale. Between the lecturers and the instructors, it was found that there were significant differences in favor of the lecturers. In terms of academic education levels, it was determined that there is a significant difference between TK and Content Knowledge (CK) scores between undergraduates and post graduates. When the age groups were taken into account, there was a significant difference between TK, TCK, TPK, TPACK and TPACK total scores. In addition, according to occupational seniority, there was a significant difference between TK, TCK, TPK, TCK and TPACK scale in total score.
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