Research Information System
Thesis Type: Doctorate
Institution Of The Thesis: Gazi University, Eğitim Bilimleri Enstitüsü, Eğitim Programları Ve Öğretim Bilim Dalı , Turkey
Approval Date: 2018
Thesis Language: Turkish
Student: ŞEFİKA SÜMEYYE ÇAM
Supervisor: Gürcü Erdamar
Abstract:The aim of this study is to determine the needs related to the Technological Pedagogical Content Knowledge (TPACK) of teacher educators of the Faculty of Education; to design and implement a professional development program for the development of TPACKs in accordance with the determined needs, and to assess the impact of the designed program. The 16-session professional development program prepared within the scope of the study consists of a three-stage model, namely, understanding the nature of TPACK, having technology knowledge, and field studies / TPACK practices. The program was evaluated according to the Kirkpatrick model. Qualitative research method was used for the in-depth analysis of the needs analysis and the effectiveness of the applied program. The study was carried out in the faculty of education of a public university in Central Anatolia Region during the fall and spring semesters of the 2016-2017 academic year. The need determination phase includes 20 teacher educators from different departments of the faculty of education whereas the professional development program implementation phase involves 10 teacher educators and 158 student teachers. The data were collected through semi-structured interviews, diaries, observations and opinion forms between 26.05.2016 - 16.06.2017, and content analysis was used in order to analyze the qualitative data. According to the results of the study, the professional development program designed for teacher educators’ TPACK ix development has constituted positive impacts. The results of the needs analysis showed that teacher educators who participated in the research mainly applied narration method by using PowerPoint in teaching-learning process and applied a teacher-centered approach. The findings obtained at the end of the professional development program designed for TPACK developments showed that teacher educators enriched the learning environments according to the TPACK and they mainly focused on employing the learner-centered educational approach that would keep student teachers active in the learning-teaching process. The teacher educators who participated in the professional development program prepared course designs in accordance with the TPACK and applied these designs in undergraduate courses. According to student teachers, the conducted practices made the lesson fun and interesting. In addition, it has been determined that, as teachers adapting to the developing information and technology age, student teachers desired to be educated with these methods. However, it has been determined that the teacher educators needed to be developed in order to reflect the TPACK practices to the learning-teaching processes about technology integration practices. In addition, the problem of Internet connection and crowded class were found to cause difficulties in TPACK practices. According to the results of the study, suggestions were offered for the teacher educators’ TPACK developments.