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Examination of Relationships between Preservice Teachers' Confidence in Technological Pedagogical Content Knowledge and Learning Strategies

Bu çalışmanın amacı öğretmen adaylarının teknolojik pedagojik alan bilgisi özgüvenleri ile öğrenme stratejileri arasındaki ilişkinin incelenmesidir. Ayrıca bu çalışmada cinsiyetin teknolojik pedagojik alan bilgisi özgüveni üzerinde bir etkisi olup olmadığı da analiz edilmiştir. Çalışma, ilişkisel araştırma deseniyle yürütülmüştür. Çalışma grubunu 2015-2016 bahar yarıyılında bir devlet üniversitesinin eğitim fakültesinde okumakta olan 82 öğretmen adayı oluşturmaktadır. Çalışmada Öğrenmede Güdüsel Stratejiler Anketi (ÖGSA) ve Teknolojik Pedagojik Alan Bilgisi Öz Güven Ölçeği veri toplama aracı olarak kullanılmıştır. Veri analizi Pearson Momentler Çarpımı Korelasyon Katsayısı ve bağımsız örneklemler t-testi ile analiz edilmiştir. Çalışmanın sonunda, bağımsız örneklemler t-testi sonuçlarına göre teknoloji bilgisi özgüveni puanları açısından kadın [M=3.81, SD=.63] ve erkek öğretmen adayları arasında anlamlı bir farklılık olduğu bulunmuştur [M=4.24, SD=.65; t(80)=-2.97, p=.004]. Ayrıca, çalışmanın sonuçları çalışmaya dahil edilen değişkenler arasında çeşitli anlamlı ve pozitif ilişkilerin olduğunu ortaya koymuştur.

Öğretmen Adaylarının Teknolojik Pedagojik Alan Bilgisi Özgüvenleri ile Öğrenme Stratejileri arasındaki İlişkinin İncelenmesi

The purpose of this study was to investigate the relationships between pre-service teachers' confidence in technological pedagogical content knowledge and learning strategies. Moreover, the present study also analyzed the effect of gender on confidence in technological pedagogical content knowledge. The study was conducted with correlational research design. The study group of this study was comprised of 82 preservice teachers attending the Faculty of Education in a public university during the spring semester of the 2015-2016 academic years. In the study, the Motivated Strategies for Learning Questionnaire (MSLQ) and Technological Pedagogical Content Knowledge Confidence Survey were used as data collection tools. Data were analyzed using Pearson product-moment correlation and independent samples t-test. At the end of the study, the results of independent samples t-test demonstrated that there was a significant difference in technological knowledge scores for males (M=4.24, SD=.65) and females [M=3.81, SD=.63; t(80)=-2.97, p=.004]. Besides, the results of this study revealed that there were various positive and significant correlations between variables of the study.
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Akdeniz Eğitim Araştırmaları Dergisi-Cover
  • ISSN: 1309-0682
  • Yayın Aralığı: Yılda 4 Sayı
  • Başlangıç: 2008
  • Yayıncı: Tayfun Taşbilek
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Examination of Relationships between Preservice Teachers' Confidence in Technological Pedagogical Content Knowledge and Learning Strategies

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