A comparison of in-service and pre-service teachers’ technological pedagogical content knowledge self-confidence
This study aimed to investigate and compare in-service and pre-service teachers’ self confidence on technological pedagogical content knowledge (TPACK) in relation to their teaching experience, expertise, technology usage, and gender. To achieve this goal, survey method was conducted as part of a qu...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2017-01-01
|
| Series: | Cogent Education |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/2331186X.2017.1311501 |
| _version_ | 1827850772320092160 |
|---|---|
| author | Fatih Saltan Kürşat Arslan |
| author_facet | Fatih Saltan Kürşat Arslan |
| author_sort | Fatih Saltan |
| collection | DOAJ |
| description | This study aimed to investigate and compare in-service and pre-service teachers’ self confidence on technological pedagogical content knowledge (TPACK) in relation to their teaching experience, expertise, technology usage, and gender. To achieve this goal, survey method was conducted as part of a quantitative method design. Participants of the study consisted of 388 pre-service and 211 in-service teachers from four different concentrations: science, mathematics, information, and communications technology (ICT) and classroom teachers. The data were analyzed using paired Sample T-test and MANOVA statistical analysis. Results showed that both pre-service and in-service participants exhibit the highest self-confidence level in the technological content knowledge domain. While pre-service teachers had the lowest score in TPACK, in-service teachers had the lowest score in the technological knowledge domain. While pre-service mathematics teachers have significantly lower TPACK than pre-service science teachers, in-service ICT teachers’ TPACK level is significantly higher than science, math, and classroom teachers’ levels considering TPACK, pedagogical content knowledge (PCK) and technology knowledge (TK) domains. |
| first_indexed | 2024-03-12T10:23:26Z |
| format | Article |
| id | doaj.art-1c901f5e6f214348824e87f130ece20b |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T10:23:26Z |
| publishDate | 2017-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-1c901f5e6f214348824e87f130ece20b2023-09-02T09:54:39ZengTaylor & Francis GroupCogent Education2331-186X2017-01-014110.1080/2331186X.2017.13115011311501A comparison of in-service and pre-service teachers’ technological pedagogical content knowledge self-confidenceFatih Saltan0Kürşat Arslan1Amasya UniversityDokuz Eylül UniversityThis study aimed to investigate and compare in-service and pre-service teachers’ self confidence on technological pedagogical content knowledge (TPACK) in relation to their teaching experience, expertise, technology usage, and gender. To achieve this goal, survey method was conducted as part of a quantitative method design. Participants of the study consisted of 388 pre-service and 211 in-service teachers from four different concentrations: science, mathematics, information, and communications technology (ICT) and classroom teachers. The data were analyzed using paired Sample T-test and MANOVA statistical analysis. Results showed that both pre-service and in-service participants exhibit the highest self-confidence level in the technological content knowledge domain. While pre-service teachers had the lowest score in TPACK, in-service teachers had the lowest score in the technological knowledge domain. While pre-service mathematics teachers have significantly lower TPACK than pre-service science teachers, in-service ICT teachers’ TPACK level is significantly higher than science, math, and classroom teachers’ levels considering TPACK, pedagogical content knowledge (PCK) and technology knowledge (TK) domains.http://dx.doi.org/10.1080/2331186X.2017.1311501pedagogical issuestechnology integrationteacher educationtechnological pedagogical content knowledge |
| spellingShingle | Fatih Saltan Kürşat Arslan A comparison of in-service and pre-service teachers’ technological pedagogical content knowledge self-confidence Cogent Education pedagogical issues technology integration teacher education technological pedagogical content knowledge |
| title | A comparison of in-service and pre-service teachers’ technological pedagogical content knowledge self-confidence |
| title_full | A comparison of in-service and pre-service teachers’ technological pedagogical content knowledge self-confidence |
| title_fullStr | A comparison of in-service and pre-service teachers’ technological pedagogical content knowledge self-confidence |
| title_full_unstemmed | A comparison of in-service and pre-service teachers’ technological pedagogical content knowledge self-confidence |
| title_short | A comparison of in-service and pre-service teachers’ technological pedagogical content knowledge self-confidence |
| title_sort | comparison of in service and pre service teachers technological pedagogical content knowledge self confidence |
| topic | pedagogical issues technology integration teacher education technological pedagogical content knowledge |
| url | http://dx.doi.org/10.1080/2331186X.2017.1311501 |
| work_keys_str_mv | AT fatihsaltan acomparisonofinserviceandpreserviceteacherstechnologicalpedagogicalcontentknowledgeselfconfidence AT kursatarslan acomparisonofinserviceandpreserviceteacherstechnologicalpedagogicalcontentknowledgeselfconfidence AT fatihsaltan comparisonofinserviceandpreserviceteacherstechnologicalpedagogicalcontentknowledgeselfconfidence AT kursatarslan comparisonofinserviceandpreserviceteacherstechnologicalpedagogicalcontentknowledgeselfconfidence |