Examining the self-efficacy of prospective teachers in technology integration according to their subject areas: The case of Turkey

Basit Öğe Kaydı
dc.authorid0000-0001-8222-1920en_US
dc.authorid:0000-0002-2285-4889en_US
dc.contributor.authorŞimşek, Ömer
dc.contributor.authorYazar, Taha
dc.date.accessioned2021-09-14T05:51:09Z
dc.date.available2021-09-14T05:51:09Z
dc.date.issued2019en_US
dc.departmentDicle Üniversitesi, Ziya Gökalp Eğitim Fakültesi, Bilgisayar ve Öğretim Teknolojileri Bölümüen_US
dc.description.abstractThe purpose of this study is to examine prospective teachers’ TPACK self-efficacy and variables affecting their training to integrate technology in education according to their subject areas. The survey research, a quantitative research method, was used in the study. The sample of the study is composed of senior prospective teachers (n=3553) from 19 different departments of 18 state universities in Turkey. The departments were gathered into nine subject areas by taking into consideration the criteria of prospective teachers’ subject areas. Mann-Whitney U and Kruskall-Wallis H tests were used for the comparisons of the groups. The results of the study show that TPACK is perceived differently according to the subject areas. Prospective teachers think that teacher educators do not sufficiently exhibit technology integration behaviors in their lessons and participants think that they somewhat have authentic experiences in using technology in education. While both scores of TPACK self-efficacy and variables affecting prospective teachers’ training to integrate technology in education are higher in favor of Foreign Languages subject area; prospective teachers in Mathematics and Turkish language have lower scores than other subject areas in the study. As a result, the self-efficacy of prospective teachers’ technology integration significantly differentiates.en_US
dc.identifier.citationŞimşek, Ö. ve Yazar, T. (2019). Examining the self-efficacy of prospective teachers in technology integration according to their subject areas: The case of Turkey. Contemporary Educational Technology, 10(3), 289-308.en_US
dc.identifier.doi10.30935/cet.590105
dc.identifier.endpage308en_US
dc.identifier.issn1309-517X
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-85071691184
dc.identifier.scopusqualityQ1
dc.identifier.startpage289en_US
dc.identifier.trdizinid380472
dc.identifier.urihttps://dergipark.org.tr/en/pub/cet/issue/46996/590105
dc.identifier.urihttps://hdl.handle.net/11468/7532
dc.identifier.urihttps://search.trdizin.gov.tr/yayin/detay/380472
dc.identifier.volume10en_US
dc.indekslendigikaynakScopus
dc.indekslendigikaynakTR-Dizin
dc.institutionauthorŞimşek, Ömer
dc.institutionauthorYazar, Taha
dc.language.isoenen_US
dc.publisherAnadolu University, Faculty of Communication Sciencesen_US
dc.relation.ispartofContemporary Educational Technology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectProspective teachersen_US
dc.subjectSelf-efficacyen_US
dc.subjectTechnology integrationen_US
dc.subjectTpacken_US
dc.titleExamining the self-efficacy of prospective teachers in technology integration according to their subject areas: The case of Turkeyen_US
dc.titleExamining the self-efficacy of prospective teachers in technology integration according to their subject areas: The case of Turkey
dc.typeArticleen_US

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