COVİD-19 PANDEMİSİNİN MATEMATİK ÖĞRETMENLERİNİN TPAB ÖZGÜVENLERİNE ETKİSİ: BOYLAMSAL BİR ARAŞTIRMA

Bu çalışmanın amacı ortaöğretim matematik öğretmenlerinin pandemide gerçekleştirdikleri uzaktan eğitim faaliyetlerinin teknolojik pedagojik alan bilgisi (TPAB) özgüvenlerine etkisini belirlenmektir. Kohort tarama modelinden yararlanılan çalışmada pandemi öncesinde ve pandemi sürecinde gerçekleştirilen araştırmalara ait bulgular boylamsal bir yaklaşımla değerlendirilmiştir. Çalışmada 57’si pandemi öncesinde ve 40’ı pandemi sürecinde olmak üzere toplam 97 matematik öğretmenine ait veriler incelenmiştir. Söz konusu veriler TPAB Özgüven ölçeğiyle derlenmiş, MANOVA ve çoklu Kruskal-Wallis testi kullanılarak analiz edilmiştir. Araştırmada öğretmenlerin uzaktan eğitimle gerçekleştirdikleri öğretim faaliyetlerinin TPAB özgüvenlerine olumlu yönde etkisi olduğu görülmüştür. Bu etkinin özellikle pandemi öncesinde görece daha düşük özgüvene sahip kadın öğretmenler ile üst yaş grubundaki öğretmenler ve öğrencilerin derslerde teknoloji kullanımına olumsuz bakan öğretmenler için anlamlı düzeyde olduğu anlaşılmıştır. Ayrıca uzaktan eğitim faaliyetlerinin öğretmenlerin yüz yüze derslerde teknoloji kullanım sıklıklarına olumlu yönde etkisinin olduğu fakat bunun TPAB özgüvenlerinde herhangi bir değişime neden olmadığı görülmüştür. Öte yandan öğretmenlerin yararlandıkları teknolojik araç ve yazılım çeşitlilikleri incelendiğinde uzaktan eğitim sürecinde alışa gelmiş oldukları geleneksel öğretim rutinlerinden çok da uzaklaşmadıkları ve bu bağlamda TPAB özgüvenlerinin de farklılık göstermediği anlaşılmıştır.

Anahtar Kelimeler:

Covid-19, Matematik Eğitimi, Matematik Öğretmenleri, Uzkatan Eğitim, TPAB

THE EFFECT OF THE COVID-19 PANDEMIC ON THE TPACK SELF-CONFIDENCE OF MATHEMATICS TEACHERS: A LONGITUDINAL RESEARCH

Aim of the study is to determine the effect of distance education activities carried out during the pandemic on the TPACK self-confidence of secondary school mathematics teachers. In the study using the cohort screening model, the findings of the studies carried out before and during the pandemic were evaluated with a longitudinal approach. In the study, data of a total of 97 mathematics teachers, 57 of which were before the pandemic and 40 during the pandemic, were examined. The data were analysed using MANOVA and multiple Kruskal-Wallis tests, after compiling them with the TPACK Self-Confidence Scale. In the study, it was seen that the teaching activities carried out by teachers through distance education had a positive effect on their TPACK self-confidence. It has been understood that this effect is at a significant level especially for female teachers, teachers in the upper age group, and teachers who have a negative view of students' use of technology in lessons. In addition, it was seen that distance education activities had a positive effect on the teachers frequency of technology use in face-to-face lessons, but this did not cause any change in their TPACK self-confidence. On the other hand, when the variety of hardware and software used by the teachers were examined, it was understood that they did not stray far from the traditional teaching routines that they had become accustomed to in the distance education process. In this context, it was understood that TPACK self-confidence did not differ either.

Keywords:

Covid-19, Mathematics Education, Mathematics Teachers, Distance Education, TPACK,

PDF

___

Abbitt, J.T. (2011). Measuring technological pedagogical content knowledge in preservice teacher education: A review of current methods and instruments. Journal of Research on Technology in Education, 43(4), 281–300.
Açıkgül, K., & Aslaner R. (2015). İlköğretim matematik öğretmen adaylarının TPAB güven algılarının incelenmesi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 118-152
Akgündüz, D., & Bağdiken, P. (2018). Fen bilimleri öğretmenlerinin teknolojik pedagojik alan bilgisi özgüven düzeylerinin incelenmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 38 (2), 535-566.
Aktürk, A. O., & Delen, A. (2020). The relationship between teachers’ technology acceptance levels and self-efficacy beliefs. The Science, Education, Art and Technology Journal (SEAT Journal), 4(2), 67-80.
Akyüz, H. İ., Pektaş, M., Kurnaz, M. A., & Kabataş Memiş, E. (2014). Akıllı tahta kullanımlı mikro öğretim uygulamalarının fen bilgisi öğretmen adaylarının tpab’larına ve akıllı tahta kullanıma yönelik algılarına etkisi. Cumhuriyet International Journal of Education, 3(1), 1-14
Albayrak Sarı, A., Canbazoglu Bilici, S., Baran, E., & Ozbay, U. (2016). Investigating the relationship between teachers’ technological pedagogical content knowledge (TPACK) competencies and attitudes towards information and communication technologies. Educational Technology Theory and Practice, 6(1), 1-21.
Ardıç, M. A., & İşleyen, T. (2017). High school teachers’ levels of achieving technology integration and in-class reflections: The case of Mathematica. Universal Journal of Educational Research, 5(12B),1-17.
Ardıç, M. A. (2020). Ortaöğretim öğretmenlerinin teknolojik pedagojik alan bilgisi özgüvenlerinin incelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 33(3), 653-695.
Ardıç, M. A. (2021a). Examination of Turkish mathematics teachers technology integration levels and their self-confidence in TPACK. Malaysian Online Journal of Educational Technology, 9(4), 31-49.
Ardıç, M. A. (2021b). Three internal barriers to technology integration in education: Opinion, attitude and self-confidence. Shanlax International Journal of Education, 9(S1), 81-96.
Ardıç, M. A. (2021c). Instruction of mathematics in higher education in the Covid-19 Pandemic: The case of Turkey. Shanlax International Journal of Education, 9(S2), 24-44.
Atabek, O. (2020). Associations between emotional states, self-efficacy for and attitude towards using educational technology. International Journal of Progressive Education, 16(2), 175-194.
Atasoy, E., Uzun, N., & Aygün, B. (2015). Dinamik matematik yazılımları ile desteklenmiş öğrenme ortamında öğretmen adaylarının teknolojik pedagojik alan bilgilerinin incelenmesi. Bartın University Journal of Faculty of Education, 4(2), 611.
Baran, E., & Canbazoğlu Bilici, S. (2015). Teknolojik pedagojik alan bilgisi (TPAB) üzerine alanyazın incelemesi: Türkiye örneği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(1), 15-32.
Bozkurt, N. (2016). Tarih öğretmeni adaylarının teknolojik pedagojik alan bilgisine yönelik özgüvenlerinin belirlenmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(33), 153-167.
Buabeng Andoh, C. (2012). Factors influencing teachers adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education and Development using ICT, 8(1), 136-155.
Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2010). Bilimsel araştırma yöntemleri (7. Baskı). Ankara: Pegem Yayıncılık.
Çelik, V., & Yesilyurt, E. (2013). Attitudes to technology, perceived computer self-efficacy and computer anxiety as predictors of computer supported education. Computer & Education, 60(1), 148-158.
Daşdemir, İ., & Cengiz, E. (2021). Türkiye’de salgın döneminde Covid-19 İle ilgili eğitim alanında yapılan çalışmaların analizi. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 387-404.
Dikmen, C., & Demirer, V. (2016). Türkiye'de teknolojik pedagojik alan bilgisi üzerine 2009-2013 yılları arasında yapılan çalışmalardaki eğilimler. Turkish Journal of Education, 5(1), 33-46.
Ertmer, P. A., & Ottenbreit Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284.
Field, A. (2009). Discovering statistics using SPSS (3th Edition). London:Sage.
Graham, C. R., Burgoyne, N., Cantrell, P., Smith, L., St. Clair, L., & Harris, R. (2009). TPACK development in science teaching: Measuring the TPACK confidence of inservice science teachers. TechTrends, Special Issue on TPACK, 53(5), 70-79.
Grieve, R., Kemp, N., Norris, K., & Padgett, C. R. (2017). Push or pull? Unpacking the social compensation hypothesis of Internet use in an educational context. Computers & education, 109, 1-10.
He, F., Mazumdar, S., Tang, G., Bhatia, T., Anderson, S. J., Dew, M. A., ..., & Reynolds III, C. F. (2017). Non-parametric MANOVA approaches for non-normal multivariate outcomes with missing values. Communications in Statistics-Theory and Methods, 46(14), 7188-7200.
Hsu, C. Y., Tsai, M. J., Chang, Y. H., & Liang, J. C. (2017). Surveying in-service teachers’ beliefs about game-based learning and perceptions of technological pedagogical and content knowledge of games. Educational Technology & Society, 20(1), 134–143.
Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic journal of business research methods, 6(1), 53-60. Ituma, A. (2011). An evaluation of students’ perceptions and engagement with e-learning components in a campus based university. Active Learning in Higher Education, 12(1), 57-68.
Jang, S. J., & Tsai, M. F. (2012). Exploring the TPACK of Taiwanese elementary mathematics and science teachers with respect to use of interactive whiteboards. Computers & Education, 59(2), 327-338.
Kaleli Yılmaz, G. (2015). Analysis of Technological Pedagogical Content Knowledge Studies in Turkey: A Meta-Synthesis Study. Education & Science, 40(178), 103-122.
Kalemoğlu Varol, Y. (2015). Predictive power of prospective physical education teachers’ attitudes towards educational technologies for their technological pedagogical content knowledge. International Journal of Progressive Education, 11(3), 7-19.
Karataş, F. İ., & Aslan Tutak, F. (2017). Lise matematik öğretmenlerinin teknolojik pedagojik alan bilgileri ve teknolojiyi bütünleştirme öz-yeterlilikleri. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14(37), 180-198.
Karatas, F. İ., Tunc, M. P., Yilmaz, N., & Karaci, G. (2017). An investigation of technological pedagogical content knowledge, self-confidence and perception of pre-service middle school mathematics teachers towards instructional technologies. Educational Technology & Society, 20(3), 122–132.
Kaya, Z., & Kaya. O. N. (2013). Öğretmen eğitiminde Vignette tekniği ve uygulamaları. Education & Science, 38(168), 129-142.
Kıyıcı, O. D., & Dikkartın Övez, F. (2021). Examination of technology acceptance and TPACK competencies of mathematics teachers who are involved in sistance education practices during the pandemic process. Journal of Educational Technology and Online Learning, 4(4), 805-821.
Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and teacher education, 29, 76-85.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Köseoglu, P. (2012). Hacettepe University prospective biology teachers’ self-confidence in terms of technological pedagogical content. Procedia-Social and Behavioral Sciences, 46, 931-934.
McMillan, J.H., & Schumacher, S.S. (2001). Research in Education: A Conceptual Introduction (5th Edition). Longman, New York.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 8(6), 1017-1054.
Önal, N., & Çakır, H. (2015). Eğitim fakültesi öğretim elemanlarının teknolojik pedagojik içerik bilgilerine ilişkin özgüven algıları. Hasan Ali Yücel Eğitim Fakültesi Dergisi,12-2(24), 117-131.
Saltan, F., & Arslan, K. (2017). A comparison of in-service and pre-service teachers’ technological pedagogical content knowledge self-confidence. Cogent Education, 4(1), 1-12.
Sancar Tokmak, H., Yavuz Konokman, G., & Yanpar Yelken, T. (2013). Mersin Üniversitesi okul öncesi öğretmen adaylarının teknolojik pedagojik alan bilgisi (TPAB) özgüven algılarının incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 14(1), 35-51.
Sanders, J. (2006). Gender and technology: What the research tells Us. In C. Skelton, L. Smulyan, & B. Francis, The SAGE Handbook of Gender and Education (pp. 307-322). London: SAGE.
Sheppard, V. (2020). Research Methods for the Social Sciences: An Introduction. Vancouver: BCCampus.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Telli, S. G., & Altun, D. (2020). Coronavirüs ve çevrimiçi (online) eğitimin önlenemeyen yükselişi. Üniversite Araştırmaları Dergisi, 3(1), 25-34.
Timur, B., & Taşar, M.F. (2011). Teknolojik pedagojik alan bilgisi öz güven ölçeğinin (TPABÖGÖ) Türkçe’ye Uyarlanması. Gaziantep Üniversitesi Sosyal Bilimleri Dergisi, 10(2), 839-856.
Tuysuz, C. (2014). Determination of pre-service teachers’ self-confidence levels towards technology subdimension of technological pedagogical content knowledge. International Journal of Academic Research, 6(1), 34-41.
Uçar, M. B., Demir, C., & Hiğde, E. (2014). Exploring the self-confidence of preservice science and physics teachers towards technological pedagogical content knowledge. Procedia Social and Behavioural Sciences, 116, 3381-3384.
UNESCO. (2022). COVID-19 Impact on Education. https://en.unesco.org/covid19/educationresponse, Erişim tarihi: 18.02.2022
Voogt, J., Fisser, P., Pareja-Roblin, N., Tondeur, J., & Braak, J. (2013). Technological pedagogical content knowledge: A review of the literature. Journal of Computer Assisted Learning, 29, 109-121.
Wu, Y. T. (2013). Research trends in technological pedagogical content knowledge (TPACK) research: A review of empirical studies published in selected journals from 2002 to 2011. British Journal of Educational Technology, 44 (3), 73-76.
Yıldız, M., & Erdem, M. (2018). An investigation on instructors' knowledge, belief and practices towards distance education. Malaysian Online Journal of Educational Technology, 6(2), 1-20.
Yulisman, H., Widodo, A., Riandi, R., & Nurina, C. I. E. (2019). Moderated effect of teachers’ attitudes to the contribution of technology competencies on TPACK. Jurnal Pendidikan Biologi Indonesia, 5(2), 185-196.