Determination of Pre-service Classroom Teachers’ Technological Pedagogical Content Knowledge

Şendil Can, Serpil Doğru, Gülsu Bayir


It seems to be a must for teachers and pre-service teachers to have information and skills necessary for the use of technology in education. This requires effective planning of how technology should be integrated into the teacher training curriculums of education faculties and continuous revision of this plan. In this regard, the purpose of the current study is to investigate the pre-service classroom teachers’ technological pedagogical content knowledge in relation to grade level and gender variables. The current study employing the survey model was conducted on 136 first and third year students from the Classroom Teacher Education Department of the Education Faculty at Mugla Sitki Kocman University in the fall term of 2015-2016 academic year. As a data collection tool, a 47-item, 7-factor and five-point Likert type Technological Pedagogical Content Knowledge Scale was used. The collected data were analyzed with independent samples t-test. The findings of the test revealed that the pre-service classroom teachers’ technological pedagogical content knowledge and opinions about the sub-factors do not vary significantly depending on gender and grade level; however, their opinions about the sub-factor of technological knowledge vary significantly depending on grade level.

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Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

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