Investigation of Pre-Service Biology Teachers' Self-Confidence Concerning Technological Pedagogical Content Knowledge With Respect to Some Variables

2021 ◽  
pp. 47-63
Author(s):  
Dilek Sultan Acarli
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Biology Education ◽  
Education Programme ◽  
Technological Pedagogical Content Knowledge ◽  
Biology Teachers ◽  
Pedagogical Content ◽  
Self Confidence ◽  
Class Level ◽  
Significant Difference

The present study aims to determine pre-service biology teachers' self-confidence levels concerning their technological pedagogical content knowledge with respect to variables namely class level and computer knowledge. Designed as a survey, 91 pre-service teachers enrolled in the biology education programme participated in the study. Data were collected by using the Technological Pedagogical Content Knowledge Self- Confidence Scale developed by Graham, Burgoyne, Cantrell, Smith, Clair and Harris (2009) and adapted in Turkish by Timur and Tasar (2011). Findings of the study show that pre-service teachers have a high self-confidence concerning their technological pedagogical content knowledge. It was also found that there was no significant difference in pre-service teachers' self-confidence with respect to the class level. However, it was found that pre-service teachers who had enrolled in a computer course during their education had higher self-confidence.

scholarly journals The effect of contemporary approaches education on prospective teachers' self efficacy towards science teaching and technological pedagogical content knowledge self confidence

2020 ◽  
Vol 10 (1) ◽  
pp. 01-28
Author(s):  
Ümmühan Ormancı ◽  
Sevinç Kaçar ◽  
Erkan Özcan ◽  
Ali Günay Balım
Keyword(s):  
Pedagogical Content Knowledge ◽  
Science Teaching ◽  
Content Knowledge ◽  
Science Teachers ◽  
Self Efficacy ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Self Confidence ◽  
Significant Difference ◽  
Prospective Science Teachers

It was aimed to investigate the effect of teacher candidates' self-efficacy towards science teaching and technological pedagogical content knowledge on their self-confidence. In this study, pre-experimental design method was used. Thirty prospective science teachers from different universities participated. The trainings were given by faculty members and continued for eight days. Two different scales were used as data collection tools. While there was no significant difference in self efficacy towards science teaching scores of prospective science teachers of contemporary approaches education, there was a significant difference in TPACK self confidence in favor of post-test. It is considered that more importance should be given to the integration of technology during university education.

scholarly journals Comparing Pre-Service Teachers’ Self-Confidence Levels in Technological Pedagogical Content Knowledge in Terms of Several Variables

2021 ◽  
Vol 10 (1) ◽  
pp. 82
Author(s):  
Erol Süzük ◽  
Tuncay Akınci
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Digital Technologies ◽  
Technological Pedagogical Content Knowledge ◽  
Survey Method ◽  
Internal Reliability ◽  
Pedagogical Content ◽  
Confidence Levels ◽  
Self Confidence ◽  
Confidence Scale

This study aimed to investigate and compare pre-service teachers’ self-confidence in technological pedagogical content knowledge (TPACK) concerning their gender, department, and owned digital technologies. To achieve this goal, the survey method was conducted as part of a quantitative method design. Participants of the study consisted of 252 pre-service teachers from four different concentrations: physics, chemistry, biology, and german language teaching. TPACK Self Confidence Scale (TPACK-SCS), which was constructed by Graham, Burgoyne, Cantrell, Smith, and Harris (2009) and adapted to Turkish by Timur and Taşar (2011), was used as the data collection tool. TPACK-SCS is a scale with 4 sub-dimensions as Technological Pedagogical Content Knowledge (TPACK), Technological Pedagogical Knowledge (TPK), Technological Knowledge (TK), and Technological Content Knowledge (TCK). The Cronbach’s Alpha internal reliability coefficients of the scale were calculated between .78 and .94. Since the data obtained did not show normal distribution it was analyzed by Mann-Whitney U and Kruskal Wallis - H tests. According to the results, significant differences were found in the level of self-confidence and sub-dimensions of students’ TPACK according to gender, department, and owned digital technologies for education.

scholarly journals Primary school teachers perception of technological pedagogical content knowledge in online learning due to Covid 19

2021 ◽  
Vol 9 (1) ◽  
pp. 86-96
Author(s):  
Junita Cristi Makawawa ◽  
Ali Mustadi ◽  
Jewish Van Septriwanto ◽  
Falenthino Sampouw ◽  
Roeth A.O Najoan
Keyword(s):  
Online Learning ◽  
Primary School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
School Teachers ◽  
Primary School Teachers ◽  
Pedagogical Content ◽  
North Sulawesi ◽  
Significant Difference

Primary school teachers need to have technological knowledge, pedagogical knowledge, and content knowledge in online teaching. TPACK is an integrative and transformative knowledge that teachers need to use technology effectively and efficiently in the classroom. This article investigates primary school teachers' perceptions of Technological Pedagogical Content Knowledge (TPACK) competencies in implementing online learning due to the pandemic COVID-19. The sample in this study were 117 primary school teachers in North Sulawesi province. The method used is a quantitative descriptive approach. Data was collected using a questionnaire on a Likert scale developed in Google Form. The results showed that most primary school teachers in North Sulawesi, Indonesia, already had TPACK competencies in online learning during the COVID-19 pandemic. Even so, TPACK competencies are in need to be improved in the abilities of TK and PK. The correlation results between the TPACK constructs also showed that the PK and TPK components had a significant effect on TPACK primary school teachers' perception of online learning. It was also found that there was no significant difference between gender and TPACK competency of primary school teachers.

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