The aim of the present paper is to measure the technological pedagogical content knowledge (TPACK) of preservice EFL teachers learning to teach English as a foreign language (EFL). In order to collect data, a survey, designed and validated by Başer et al. (2016), was used. The survey consists of five sections which are technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK) and a fifth section that combines technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK items. This survey intends to assess pre-service EFL teachers’ competencies in pedagogies and technologies. The present study is quantitative in nature. The participants of the study are 77 pre-service EFL teachers. The results indicate that pre-service EFL teachers have a satisfactory level of competence in technological pedagogical content knowledge; yet, there are also some areas in which they need development.
Bu çalışmanın amacı, İngilizce öğretimi üzerine eğitim alan İngiliz Dili Eğitimi (İDE) öğretmen adaylarının teknopedagojik eğitim bilgilerini ölçmektir. Veri toplamak amacıyla Başer et al. (2016) tarfından tasarlanan ve güvenirliği kanıtlanan bir sormaca kullanılmıştır. Sormaca, beş bölümden oluşmaktadır: teknolojik yeterlik, içerik bilgisi, pedagojik yeterlik, pedagojik içerik bilgisi, ve bunları bir araya getiren teknolojik içerik bilgisi, teknolojik pedagojik yeterlik ve teknopedagojik eğitim bilgisi maddeleri. Sormaca, İDE öğrencilerinin pedagojik ve teknolojik olarak yeterliklerini ölmeyi hedeflemektedir. Çalışma nicel bir çalışmadır. Çalışmanın katılımcıları, 77 İngilizce öğretmen adayıdır. Sonuçlar, İngilizce öğretmeni adaylarının yeterli derecede teknolojik ve pedagojik yeterliğe sahip olduğunu göstermektedir; ancak, gelişmeye ihtiyacı olan alanlar da vardır.
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