182
IV. Uluslararası Türk Kültür Coğrafyasında Eğitim ve
Sosyal Bilimler Sempozyumu
27-30 Haziran 2018/Bakü-Azerbaycan
IV. International Symposium on Educational and
Social Sciences in Turkish Cultural Geography
27-30 June 2018/Baku-Azerbaijan
Examining Pre-Service Teachers’ Attitudes, Self-Efficacy And Intentions Regarding
The Use Of Computers: The Case Of An Educational Technology Course
Büşra KARTAL
Ahi Evran University, Faculty of Education, Department of Science and Mathematics Education
busra.kartal@ahievran.edu.tr
SUMMARY
Effective technology integration is not related to the amount of technology use instead it is related to kind
of technology use. Pre-service teachers’ attitudes and beliefs affect to what extent, how often and for what purpose
they use technology. Therefore, identifying pre-service teachers’ beliefs help us to predict whether and how they
will use technology in their future classrooms and to adjust teacher education programs in order to prepare pre-
service teachers in such a way that they would use technology effectively. This study which is designed as a single
group per-posttest aims to investigate the change in pre-service teachers’ attitudes towards computers, self-
efficacy beliefs and intention to use technology at the end of an educational technology course. Participants are
75 freshman pre-service teachers who enrolled in an educational technology course. The course syllabus consists
of computer-assisted instruction, pros, and cons of teaching with technology, evaluating and selecting educational
software and pre-service teachers’ assignments.
Data were collected at the beginning and end of the course. Data collection tool is a survey consisting of
four kinds of data related to demographic variables (gender, age, owning a computer, proficiency in computer use
etc.), attitudes toward teaching with technology (12 items), computer self-efficacy (16 items), and computer use (7
items) respectively. The items were determined after literature review and adopted into Turkish using back
translation. Data will be analyzed using SPSS. Data of pre-service teachers who completed the surveyed both at
the beginning and end of the course is included in data analysis. Frequency (f), percentage (%), mean ( ),
standard deviation (Sd) will be used. However, t-test to compare pre-service teachers’ pre-and-posttest scores will
be employed and Cohen’s d will be calculated to investigate the effect size of the significant difference. Findings
reveal how pre-service teachers’ attitudes, self-efficacy, and perceived computer use correlate to each other and
change after an educational technology course.
Keywords: Pre-service teachers, attitudes toward computers, computer self-efficacy, and computer use
183
IV. Uluslararası Türk Kültür Coğrafyasında Eğitim ve
Sosyal Bilimler Sempozyumu
27-30 Haziran 2018/Bakü-Azerbaycan
IV. International Symposium on Educational and
Social Sciences in Turkish Cultural Geography
27-30 June 2018/Baku-Azerbaijan
Examining Pre-Service Teachers’ Knowledge And Belief System: What Kind Of A
Relationship Is There?
Tezcan KARTAL
Ahi Evran University, Faculty of Education, Department of Mathematics and Science Education
tkartal@ahievran.edu.tr
SUMMARY
This study aims to investigate pre-service teachers’ technological pedagogical content knowledge
(TPACK) and beliefs regarding science teaching and is designed as a cross-sectional survey method. 556 pre-
service teachers who studied at a state university in the midst of Turkey were included in the study. Participants
were selected via criterion sampling from different departments and grade levels. The criterion was that
participant must take at least one course related to science teaching. Within this context, 198 (34%) pre-service
science teachers, 254 pre-service elementary teachers (46%), and 113 pre-service pre-school teachers (20%)
participated the study. The age of pre-service teachers ranged from 19 to 33 and the average age was 21,39. 24%
of them were males and 76% were females. However, 32% of pre-service teachers (n=208) were sophomores,
37% (n=208) were freshmen and 31% (n=170) were seniors.
Data were collected with Technological Pedagogical Content Knowledge Self-Efficacy Scale (TPACK-
SAS) and Science Teaching Efficacy Belief Instrument (STEBI). TPACK-SAS consists of 67 items and seven factors
named as pedagogical knowledge, technological knowledge, content knowledge, pedagogical content knowledge,
pedagogical technological knowledge, technological content knowledge, and technological pedagogical content
knowledge. STEBI has two factors (Outcome expectancy, Self-efficacy) and 23 items. Data collection tools 7-point
Likert type (Strongly Disagree, Disagree, Disagree Somewhat, Neither Agree nor Disagree, Agree Somewhat,
Agree, Strongly Agree) based on the development levels of participants. Surveys were administered to participants
in a paper-pencil environment and participants were given the required time and asked to give sincere and correct
answers. These attempts are expected to increase the validity of data. Statistical Package for the Social Sciences
(SPSS) will be utilized to analyze data. All of the responses were examined individually for each item and missing
values were omitted from the dataset. The relationships between factors will be revealed by correlation and
regression analysis.
Keywords: Pre-service teachers, technological pedagogical content knowledge, science teaching efficacy
belief
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