Examining the Self-Efficacy of Prospective Teachers in Technology Integration According to their Subject Areas: The Case of Turkey

Özet

The purpose of this study is to examine prospective teachers’ TPACK self-efficacy andvariables affecting their training to integrate technology in education according to theirsubject areas. The survey research, a quantitative research method, was used in the study.The sample of the study is composed of senior prospective teachers (n=3553) from 19different departments of 18 state universities in Turkey. The departments were gatheredinto nine subject areas by taking into consideration the criteria of prospective teachers’subject areas. Mann-Whitney U and Kruskall-Wallis H tests were used for the comparisonsof the groups. The results of the study show that TPACK is perceived differently accordingto the subject areas. Prospective teachers think that teacher educators do not sufficientlyexhibit technology integration behaviors in their lessons and participants think that theysomewhat have authentic experiences in using technology in education. While both scoresof TPACK self-efficacy and variables affecting prospective teachers’ training to integratetechnology in education are higher in favor of Foreign Languages subject area; prospectiveteachers in Mathematics and Turkish language have lower scores than other subject areasin the study. As a result, the self-efficacy of prospective teachers’ technology integrationsignificantly differentiates.