Technological Pedagogical Content Knowledge Self-Efficacy Scale (TPACK-SeS) for Pre-Service Science Teachers: Construction, Validation, and Reliability

BİLİCİ S. C., YAMAK H., KAVAK N., Guzey S. S.

EURASIAN JOURNAL OF EDUCATIONAL RESEARCH, cilt.13, sa.52, ss.37-60, 2013 (SSCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 13 Sayı: 52
  • Basım Tarihi: 2013
  • Dergi Adı: EURASIAN JOURNAL OF EDUCATIONAL RESEARCH
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.37-60
  • Anahtar Kelimeler: Pre-service science teachers, technological pedagogical content knowledge, scale development, RESPONSE FORMAT, FRAMEWORK, FIT
  • Gazi Üniversitesi Adresli: Evet

Özet

Problem Statement: Based on developments in the 21st century technology has become a large part of the classroom experience. Teachers need to have an understanding of how technology can be coordinated with pedagogy and content knowledge in order to integrate technology effectively into classroom instruction. Self-efficacy beliefs toward technology also play a key role in technology integration. It has been shown that the beliefs of a teacher are closely linked to the technologies that they use and the way in which they use them. More specifically, the beliefs of a teacher with regards to their technological pedagogical content knowledge (TPACK) are pivotal in terms of using technology in the classroom because belief about their capability to use technology is a powerful predictor of their potential technology use. Hence, it is critical to measure pre-service teachers' self-efficacy beliefs toward TPACK in order to identify the factors that contribute to a teacher's use of technology in classroom instruction.