AN INVESTIGATION OF PRIMARY SCHOOL PRE-SERVICE TEACHERS’ PERCEPTION ON THEIR TPACK IN TERMS OF A VARIETY FACTORS: MERSIN UNIVERSITY CASE

The purpose of this study was to examine whether primary school pre-service teachers’perception on their Technological Pedagogical Content Knowledge (TPACK) differs as regardstechnology use level, technology reaching level and interest in new technologies. Moreover, itwas aimed to describe their perception on their TPACK via metaphors. In the research in whichboth quantitative and qualitative research methods were used the data were collected through“Technological Pedagogical Content Knowledge Scale” developed by (36) and adapted toTurkish by (37) and an metaphoric open ended questionnaire. The participants of the studywere composed of 4th grade primary school pre-service teachers at Education Faculty inMersin University. According to the results of the study, Primary school pre-service teacherswhose level was high in terms of technology use level, technology reaching level and interestin new technologies perceived their TPACK as higher than others. Furthermore, the resultsof metaphor analysis, parallel to statistical data, indicated that primary school pre-serviceteachers were willing to develop their TPACK.