THE INVESTIGATION OF PRESERVİCE TEACHERS’ TECHNOLOGY INTEGRATION COMPETENCIES FROM TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE FRAMEWORK

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The main purpose of this study was to investigate preservice teachers’ technology integration competencies based on Technological Pedagogical Content Knowledge (TPACK) theoretical framework. Participants’ thoughts on technology integration were collected through the TPACK instrument developed by Schmidt et al. (2010). Collected data were analyzed through different statistical procedures. The data were analyzed based on 7 different knowledge basis defined in TPACK framework. The results showed that while preservice teachers feel adequate on pedagogical issues, they were mostly not confident in other knowledge basis. The overall results suggest that participants felt not adequate on effective technology use in teaching as described in TPACK. In addition, as the second purpose, the data were also analyzed to see if the relationship among 7 knowledge basis (i.e. TK, PK, CK, TPK) with TPACK knowledge base was existed as theoretically defined. In this regard, data revealed that knowledge basis (TPK, PCK, TCK) emerged from core knowledge basis (TK, PK, CK) had stronger impact on development of TPACK knowledge base, which was theoretically expected.

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Technological Pedagogical Content Knowledge , TPİB Scale , Preservice Teachers and TPİB.

Mustafa Kemal University Journal Of Graduate School Of Social Sciences

438

Mustafa Kemal University Journal Of Graduate School Of Social Sciences