EXAMINATION OF STUDIES REGARDING PRE-SERVICE EFL TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) IN TURKEY

One of the sets of skills most in demand in the 21 st century is information, media, and technology skills. In addition to these most demanded skills, qualified teachers are expected to master pedagogical and content knowledge as well. For this reason, teachers’ competencies with regard to their technological, pedagogical and content knowledge (TPACK) have been the subject of much debate in recent years. This study aims to analyse studies on pre-service English as a Foreign Language (EFL) teachers’ TPACK competencies in Turkey with respect to the aims, methods, participants, and findings of the selected studies. The study employs meta-synthesis method to determine the research tendency of certain studies about current TPACK competencies of pre-service EFL teachers in Turkey. To this end, 3 dissertations and 12 articles between the years of 2005-2018 have been analysed in terms of aims, method, subject group, and findings. The articles and dissertations have been reached through searching databases with certain keywords. ERIC, EBSCHOHost, Web of Science, Google Scholar, Springer, TÜBİTAK ULAKBİM Dergipark, and YÖK National Dissertation Center have been used as research databases in the study. The results of the study reveal that research investigating TPACK of pre-service EFL teachers mainly focus on development of TPACK over time, the effect of TPACK-based treatment, gender, and academic achievement, development of TPACK self-assessment survey, comparison of TPACK among pre-service, in-service, and formation program students, and finally TPACK and its reflections on lesson planning. It is also concluded that although pre-service EFL Teachers’ TPACK competencies in Turkey seem to be highly developed in the studies, more descriptive and experimental studies are required to have a satisfactory perspective of the current competence levels of the students.

PDF

___

Aşık, A., Eroğlu İnce, B. H., & Şarlanoğlu Vural, A. (2018). Investigating Learning Technology by Design Approach in Pre-Service Language Teacher Education: Collaborative and Reflective Experiences. Eğitimde Nitel Araştırmalar Dergisi - Journal of Qualitative Research in Education, 6(1), 37-53.

Baser, D., Kopcha, T. J., & Ozden, M. Y. (2016). Developing A Technological Pedagogical Content Knowledge (TPACK) Assessment For Preservice Teachers Learning To Teach English As A Foreign Language. Computer Assisted Language Learning, 29(4), 749-764.

Chu, S. K. W., Reynolds, R. B., Tavares, N. J., Notari, M., & Lee, C. W. Y. (2017). Twenty-First Century Skills and Global Education Roadmaps. In 21st Century Skills Development through Inquiry-Based Learning (pp. 17-32). Springer, Singapore.

Çalık, M., & Sözbilir, M. (2014). İçerik Analizinin Parametreleri. Eğitim ve Bilim, 39(174), 33-38. Delen, K. (2016). The Investigation of Technological Pedagogical and Content Knowledge Level by Turkish Teachers of English. Unpublished M.A. Thesis. Çağ University Institute of Social Sciences.

Dinçer, S. (2014). Eğitim Bilimlerinde Uygulamalı Meta-Analiz. [Applying meta-analysis on educational science]. Ankara: Pegem A Yayıncılık.

Ersanli, C. Y. (2016). Improving Technological Pedagogical Content Knowledge (TPACK) of Pre-Service English Language Teachers. International Education Studies, 9(5), 18.

İşler, C., & Yıldırım, Ö. (2018). Perceptions of Turkish Pre-Service EFL Teachers on Their Technological Pedagogical Content Knowledge. Journal Of Education And Future, 13, 145-160.

Jensen, L. A., & Allen, M. N. (1996). Meta-Synthesis of Qualitative Findings. Qualitative health research, 6(4) , 553-560.

Kavanoz, S., Yüksel, H. G., & Özcan, E. (2015). Pre-Service Teachers' Self-Efficacy Perceptions on Web Pedagogical Content Knowledge. Computers & Education, 85, 94-101.

Koçoğlu, Z. (2009). Exploring the Technological Pedagogical Content Knowledge of Pre-Service Teachers in Language Education. Procedia-Social and Behavioral Sciences, 1(1), 2734-2737.

Köse, N. K. (2016). Technological Pedagogical Content Knowledge (TPACK) of English Language Instructors. Journal of Educational and Instructional Studies in the World, 6(2), 12.

Koehler, M. J., & Mishra, P. (2009). What Is Technological Pedagogical Content Knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

Kurt, G., Akyel, A., Koçoğlu, Z., & Mishra, P. (2014). TPACK in Practice: A Qualitative Study on Technology Integrated Lesson Planning and Implementation of Turkish Pre-Service Teachers of English. ELT Research Journal, 3(3), 153-166.

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054.

Öz, H. (2015). Assessing Pre-Service English as a Foreign Language Teachers' Technological Pedagogical Content Knowledge. International Education Studies, 8(5), 119-130.

Partnership for 21st Century Skills (P21). (2009a). Framework for 21st Century Learning. Tucson, AZ: Author. Available online http://www.p21.org/our-work/p21-framework

Saraç, M. (2015). An Explanatory Investigation on the Turkish EFL Teachers’ TPACK and Their Attitudes toward the Use of Interactive Whiteboards. Unpublished M.A. Thesis. Anadolu University, Eskişehir, Turkey.

Sherwood, G. (1999). Meta-Synthesis: Merging Qualitative Studies to Develop Nursing Knowledge. International Journal for Human Caring, 3, 37-42.

Solak, E. & Çakır, R. (2014). Examining Preservice EFL Teachers' TPACK Competencies in Turkey. Journal of Educators Online, 11(2).

Tunçer, M. (2014). The Relationship between Teacher Efficacy and Technological Pedagogical Content Knowledge within the Scope of EFL Pre-Servıce Teachers. Unpublished M.A. Thesis. Anadolu University Institute of Educational Sciences.

Turgut, Y. (2017). A Comparison of Pre-Service, In-Service and Formation Program for Teachers Perceptions of Technological Pedagogical Content Knowledge (TPACK) in English Language Teaching (ELT). Educational Research and Reviews, 12(22), 1091-1106.

Turgut, Y. (2017). Tracing Preservice English Language Teachers’ Perceived TPACK in Sophomore, Junior, And Senior Levels. Cogent Education, 4(1), 1-20.