Eralp BAHÇİVAN, Fatih AYDIN, Dündar YENER

FEN BİLGİSİ ÖĞRETMEN ADAYLARININ TEKNOLOJİK PEDAGOJİK ALAN BİLGİSİ ÖZ GÜVENLERİ VE BENLİK KURGULARI ARASINDAKİ İLİŞKİLERİN İNCELENMESİ: ABANT İZZET BAYSAL ÜNİVERSİTESİ ÖRNEĞİ

Bu araştırmanın amacı fen bilgisi öğretmen adaylarının benlik kurguları ve teknolojik pedagojik alan bilgisi öz güvenleri arasındaki ilişkilerin incelenmesidir. Bu amaçla iki farklı ölçüm aracı kullanılarak Abant İzzet Baysal Üniversitesinde öğrenim görmekte olan 237 öğretmen adayından veri toplanmıştır. Ölçeklerin geçerlik çalışması doğrulayıcı faktör analizi ile yapıldıktan sonra ilişkisel analizler Pearson Momentler Çarpımı Korelasyon Katsayısı ile gerçekleştirilmiştir. Bulgular, fen bilgisi öğretmen adaylarının özerk ya da özerk-ilişkisel benliğe yönelik inançlarının teknolojik pedagojik alan bilgisi öz güvenlerinin bazı boyutları ile pozitif ve anlamlı ilişkilere sahip olduğunu, diğer taraftan ilişkisel benliğe yönelik inançlarının negatif ve anlamlı ilişkilere sahip olduğunu göstermektedir. Bulgular doğrultusunda bazı araştırma önerileri sunulmuştur.

Anahtar Kelimeler:

Fen bilgisi öğretmen adayları, benlik kurgusu, teknolojik pedagojik alan bilgisi öz güveni, inanç sistemi

INVESTIGATING THE RELATIONSHIPS BETWEEN PRESERVICE SCIENCE TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE CONFIDENCE AND SELF-CONSTRUAL: EXAMPLE OF ABANT IZZET BAYSAL UNIVERSITY

The purpose of this study is to investigate the relationship between preservice science teachers’ self-construal and technological pedagogical content knowledge confidence. For this purpose two different scales were utilized to collect data from 237 preservice science teachers in Abant Izzet Baysal University. Validation of instrument results was completed by confirmatory factor analyses, then, correlational analyses was clarified by calculating Pearson Product-Moment Correlation Coefficients. Results show that preservice science teachers’ beliefs about autonomous and autonomous-related self have positive and significant relations with their certain dimensions of technological pedagogical content knowledge confidence. On the other hand, beliefs of related self have negative and significant relations. Certain implications were presented considering these results.

Keywords:

Preservice science teachers, self-construal, technoogical pedagogical content knowledge, belief system,

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