NEW TECHNOLOGIES IN MICRO TEACHINGS: IS IT POSSIBLE FOR WEB 2.0 TOOLS TO AFFECT PROSPECTIVE TEACHERS’ WEB PEDAGOGICAL CONTENT KNOWLEDGE AND TEACHER SELFEFFICACY?

Abstract

The purpose of this study was to determine the effect of Web 2.0 tools applied inmicroteachings on prospective teachers’ web pedagogical content knowledge and teacherself-efficacy, and to examine their views on the procedure. This research used mixed researchdesign and was conducted with 24 prospective teachers who participated in teacher trainingcertificate program in Faculty of Education in a state university in Turkey. Web pedagogicalcontent knowledge scale, teacher self-efficacy scale, and an open-ended question form wereused as data collection tools. Paired samples t-test and Pearson correlation analysis wereapplied for the analysis of quantitative data; content analysis was used to analyze thequalitative data. The findings showed that there was a significant difference on prospectiveteachers’ web pedagogical content knowledge and teacher self-efficacy levels after Web 2.0tools implementation. The research also concluded that there was a medium level positiverelation between teacher candidates’ web pedagogical content knowledge and teacher selfefficacy.They stated that it was easy to use these tools, learning was fun, easy, andpermanent, and they actively involved in instructional time. They added that they were eagerto apply Web 2.0 tools in their future classrooms.