Author(s): TuÄba TAFLI, Tahir ATICI
Technological pedagogical content knowledge (TPACK) has focused on the teacher competencies of the educational technologies and integration of these applications into the classroom in learning and teaching process. In this respect, the major purpose of this research is to examine the TPACK self-efficacy levels of the pre-service biology teachers. The research is conducted with the contribution of thirty-nine pre-service biology teachers who are affiliated to pedagogical formation certificate program. According to the aim of this research microteaching method with TPACK applications is applied to pre-service biology teachers for 14 weeks. In this research pre-test and post-test model which is one of the quantitative experimental methods technique has also been applied. The data have been collected via TPACK Self-efficacy Scale and have been analyzed in SPSS. Self-efficacy of TPACK and its sub-dimensions of pre-service teachers were examined separately. According to this, the TPACK Self-efficacy scale which has six dimensions such as Technological knowledge (TK), Pedagogical knowledge (PK), Content knowledge (CK), Technological pedagogical knowledge (TPK), Pedagogical content knowledge (PCK) and technological content knowledge (TCK) has calculated. As a result of this the averages of TK for pre-test was calculated 64,71 and for post-test was 87,48. PK pre-test averages was 74,7 while post-test points 91,54. Respectively for CK, pre-test was 76,41, post-test was found 92,77; for TPK pre-test was 71,35 and post-test was 92,85; for PCK pre-test was 72,41 and post-test was 91,33, for TCK pre-test was 71,13 and post-test was found 93,07. On the whole of the scale, at the beginning of the applications the pre-test averages were calculated as 72,15 and at the end of the applications the post-test value was increased to 91,69. . In addition to the result of t-test, a significant difference was found in favor of the post-test. Finally the results of this research showed that pre-service biology teachers’ TPACK self-efficacy levels have developed in a positive way after all TPACK applications were completed.
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