Research Information System
Thesis Type: Doctorate
Institution Of The Thesis: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2017
Student: BÜŞRA KARTAL
Supervisor: CENGİZ ÇİNAR
Abstract:The development of pre-service mathematics teachers' Technological Pedagogical Content Knowledge (TPACK) was examined in this study. Embedded mixed method design was used. A survey related to TPACK self-assessment was administered to 33 pre-service teachers three times (before and after a method course, after field experience) for quantitative section of study. 6 pre-service teachers were selected based on their different technological backgrounds and content knowledge. These pre-service teachers' development of TPACK about polygons was investigated within the context of Niess (2005)' TPACK components. Pre-service teachers (N=6) were asked to plan and implement four technology-based mathematics lessons (two of them were microteaching and other two were in the real context of school). Interviews, observations and video recordings of pre-serivce teachers' lesson implementations, video recordings of meetings in which they evaluate and re-plan their lessons, and lessons plans were data source of study. SPSS was used to analyze quantitative data, descriptive and content analyses were used for qualitative data. According to results, pre-service teachers' TPACK self-assessment scores increased after method course and decreased after field experience. In common with quantitative results, there was a decrease in pre-service teachers' (N=6) TPACK level in their first implementation in class. Pre-service teachers evaluated their first implementation in the class and then re-planned the same lesson. Their TPACK level increased in the second implementation. It was concluded that pre-service teachers' experiences with technology is an important factor affecting their TPACK beliefs. But it was seen that their beliefs may change with the help of professional development programmes such as workshops. Also, it was found that pre-service teachers' experiences, knowledge and skills, and beliefs about technology affected their lesson implementations. Based on the findings, it may suggested to give pre-service teacher more opportunities to teach with technology in real context of schools and to evaluate their implementations.