Investigating science and mathematics teacher candidate’s perceptions of TPACK-21 based on 21st century skills

Basit Öğe Kaydı
dc.authorid0000-0002-8850-5454en_US
dc.contributor.authorBaşaran, Bülent
dc.date.accessioned2023-03-29T12:02:51Z
dc.date.available2023-03-29T12:02:51Z
dc.date.issued2020en_US
dc.departmentDicle Üniversitesi, Ziya Gökalp Eğitim Fakültesi, Eğitim Bilimlerien_US
dc.description.abstractTwenty-first century teachers are expected to have the ability to benefit from collaboration, problem solving, creative and innovative thinking, information and communication technology (ICT) applications. Teachers need to know various pedagogical approaches and appropriate ways to use ICT to support the development of twenty-first century skills of their students. The framework oftechnological pedagogical content knowledge (TPACK) provides a theoretical model for studying the way teachers use ICT in education. The purpose of this study is to reveal the relationships of the components that constitute the TPACK-21 scale. The data were collected from 254 teacher candidates at a state university in Turkey from the science and math departments in the academic year of 2017-2018. For this purpose, the relationships between the components/factors that constitute the TPACK-21 scale were examined with a model. Relational survey model was used in the research. In the research, the scale developed by Valtonen et al. (2017) determining prospective teachers’ 21st century skills of TPACK-21 was used. The data obtained in the study were analyzed by structural equation modeling. Thedirect and positive effects of Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK21) and Pedagogical Content Knowledge (PCK21) from external variables consisting of binary knowledge fields of the research are seen on TPACK-21. These variables explain 74% of the change in TPACK-21. TCK is the variable that affects TPACK-21 the most. Another important result reached in this study is that teachers' content knowledge (CK) directly and positively affect TCK and PCK21 and this effect is greater than the effect of technological knowledge (TK) and pedagogical knowledge (PK21). When the results of this research are evaluated, a gradual model including CK and PCK21 can be proposed instead of a direct technology-based approach to professional development programs developed to increase 21st century competencies of teachers’ TPACK-21s.en_US
dc.identifier.citationBaşaran, B. (2020). Investigating science and mathematics teacher candidate’s perceptions of TPACK-21 based on 21st century skills. İlköğretim Online, 19(4), 2212-2226.en_US
dc.identifier.doi10.17051/ilkonline.2020.763851
dc.identifier.endpage2226en_US
dc.identifier.issn1305-3515
dc.identifier.issue4en_US
dc.identifier.scopus2-s2.0-85090745389
dc.identifier.scopusqualityN/A
dc.identifier.startpage2212en_US
dc.identifier.trdizinid361590
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/361590
dc.identifier.urihttps://hdl.handle.net/11468/11558
dc.identifier.urihttps://search.trdizin.gov.tr/yayin/detay/361590
dc.identifier.volume19en_US
dc.indekslendigikaynakScopus
dc.indekslendigikaynakTR-Dizin
dc.institutionauthorBaşaran, Bülent
dc.language.isoenen_US
dc.relation.ispartofİlköğretim Online
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subject21st Century skillsen_US
dc.subjectTPACKen_US
dc.subjectStructural equation modelingen_US
dc.subjectPLS-SEMen_US
dc.subjectICTen_US
dc.titleInvestigating science and mathematics teacher candidate’s perceptions of TPACK-21 based on 21st century skillsen_US
dc.titleInvestigating science and mathematics teacher candidate’s perceptions of TPACK-21 based on 21st century skills
dc.typeArticleen_US

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