KaydedilenlerDerginizi ekleyin

Dergiler / Participatory Educational Research / 2017 / Cilt: 4 - Sayı: 2

Examining Different Variables of TPACK level of Teachers Attending the FATIH Project Interactive Classroom Management Course

Mustafa SARITEPECİ
Hatice DURAK
Sayfa
161–170
Yayın Tarihi
2017-12-01
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Despite the effect occurring on these two sub-dimensions, it is determined that there is no significant effect of the training on TPACK improvement of the teachers.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:“Pedagogical Content Knowledge” term came out by combining “content knowledge” dimension that teachers need to have and pedagogical knowledge dimension.
📊
Temel Bulgular & Veri:Study group of the research in which experimental design is used consists of 25 teachers from different branches who attended the FATIH Project Interactive Classroom Management course and work in a secondary school in Ankara where the FATIH Project is conducted during 2015-2016 school year.
💡
Sonuç & Katkı:Despite the effect occurring on these two sub-dimensions, it is determined that there is no significant effect of the training on TPACK improvement of the teachers.
🔬Tür:Araştırma Makalesi
📍Kapsam:2015-2016 Verileri
⚙️Değişkenler:TPACK level · FATIH project · technology integration

Abstract

“Pedagogical Content Knowledge” term came out by combining “content knowledge” dimension that teachers need to have and pedagogical knowledge dimension. Nowadays “technological pedagogical content knowledge” term is created by adding “technology” dimension to “pedagogical content knowledge”. Within the scope of this study, it is aimed to determine TPACK level of teachers from different branches attending the FATIH Project Interactive Classroom Management course and examine TPACK level of them in terms of different variables. Study group of the research in which experimental design is used consists of 25 teachers from different branches who attended the FATIH Project Interactive Classroom Management course and work in a secondary school in Ankara where the FATIH Project is conducted during 2015-2016 school year. According to findings, it is concluded that training has an effect on improvement of “Pedagogical Knowledge” and “Technological Pedagogical Knowledge”. Despite the effect occurring on these two sub-dimensions, it is determined that there is no significant effect of the training on TPACK improvement of the teachers.

🔖

Bu Makaleye Atıf Yap

SARITEPECİ, M., DURAK, H. (2017). Examining Different Variables of TPACK level of Teachers Attending the FATIH Project Interactive Classroom Management Course. Participatory Educational Research, Cilt: 4 - Sayı: 2, 161–170. https://ajindex.com/articles/239420

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (14)

  1. Büyüköztürk, Ş., E., Kılıç Çakmak, Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2014). Bilimsel Araştırma Yöntemleri (17. baskı). Ankara:
  2. Pegem Akademy. Chai, C. S., Koh, J. H. L. and Tsai, C. C. (2010). Facilitating preservice teachers' development of technological pedagogical and content knowledge (TPACK). Educational Technology & Society, 13(4), 63–73.
  3. Ersoy, Y. (2005). Matematik eğitimini yenileme yönünde ileri hareketler-i: teknoloji destekli matematik öğretimi. The Turkish Online Journal of Educational Technology, 4(2), 51-63.
  4. Karasar, N. (2005) Bilimsel Araştirma Yöntemi (14. Baskı). Ankara:
  5. Nobel Publication. Kaya, Z., Kaya, O. N., & Emre, İ. (2013). Teknolojik Pedagojik Alan Bilgisi (TPAB) Ölçeği’nin Türkçeye Uyarlanması. Educational Sciences: Theory & Practice, 13(4), 2355-2377.
  6. Kırılmazkaya G. ve Kırbağ Zengin, F. (2015). Fen bilgisi öğretmen adaylarının teknolojik pedagojik alan bilgisi (TPAB) özgüven algılarının incelenmesi. The Journal of Turk & Islam World Social Studies, 2 (5), 18-25.
  7. Koehler, M.J., & Mishra, P. (2009). What is technological pedagogical content knowledge?. Contemporary Issues in Technology and Teacher Education, 9 (1), 60-70.
  8. Koehler M. J, Mishra, P., & Yahya, K (2007) Tracing the development of teacher knowledge in a design seminar: integrating content, pedagogy, and technology. Computers & Education, 49(3), 740–762.
  9. Meriç, G. (2014). Determining science teacher candidates’ self-reliance levels with regard to their technological pedagogical content knowledge. Journal of Theory and Practice in Education, 10 (2), 352-367.
  10. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
  11. Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509–523.
  12. Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK) the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149.
  13. Shulman, L.S. (1986). Those who understand; Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  14. Şad, N., Açıkgül, K. ve Delican, K. (2015). Eğitim fakültesi son sinif öğrencilerinin teknolojik pedagojik alan bilgilerine (TPAB) ilişkin yeterlilik algıları. Th