Identifying Web Pedagogical Content Knowledge (W-PCK) Level of Early Childhood Teachers

Year 2020, Volume: 3 Issue: 6, 28 - 37, 25.12.2020

Sühendan Er , Meltem Huri Baturay , Mehtap Tufan

Abstract

Qualified teachers are expected to have competence in content knowledge as well as pedagogical knowledge. In the age of technology in order to create better teaching and learning process, it is also vital for teachers having web pedagogical content knowledge. In this study it is aimed to define web pedagogical content knowledge level of early childhood teachers. The participants of the study are 60 early childhood teachers from Çankaya province of Ankara who work both in state and private schools. Web Pedagogical Content Knowledge Scale which is developed by Lee, Tsai and Chang (2008) and adapted to Turkish by Hor¬zum (2011) is used in the study. The scale is consisted of 30 items and 5 factors. The sub items are web-general, web-communicative, web-pedagogical knowledge, web-pedagogic content knowledge and attitudes towards web-based instruction. Besides, a general information form is delivered which is consisted of the age, graduation, teaching experience, computer availability at home, Internet access at home, computer availability at school and Internet access at school. In this study, all the correlations between these data are analyzed and the results are discussed.

Keywords

Internet, preschool teachers, web pedagogical content knowledge

References

• Akar, M., & Güzin, S. (2019). A Structural Model for Relationship between Web Pedagogic Content Knowledge and Technology Acceptance of Preservice Teachers. Malaysian Online Journal of Educational Technology, 7(1), 1-14.
• Akgün, F. (2013). Öğretmen Adaylarının Web Pedagojik İçerik Bilgileri ve Öğretmen Öz-Yeterlik Algıları ile İlişkisi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 48-588.
• Arabacıoğlu, T., & Dursun, F. (2015). Öğretmen adaylarının web pedagojik içerik bilgisi algı düzeylerinin incelenmesi. Kastamonu Eğitim Dergisi, 23(1), 197‐210.
• Bağcı, H., & Atar, C. (2019). An Investigation of Pre-Service English Teachers’ Self-Efficacy in Web Pedagogical Content Knowledge. Sakarya University Journal of Education, 9(3), 550-566.
• Barrbera, E. (2004). Quality in virtual education environments. British Journal of Educational Technology, 35, 13–20.
• Chou, C., & Tsai, C. C. (2002). Developing web-based curricula: Issues and challenges. Journal of curriculum studies, 34(6), 623-636.
• Cornell, R. (1999). Web-based courseware tools: Where is the pedagogy? Educational Technology, 39, 60–64
• Ekici, M. İnel Ekici, D., & Altunışık, S (2015). Investigation of Pre-Service Teachers’ Web Pedagogical Content Knowledge Selfefficacy Perceptions According to Various Variables. The Journal of International Social Research, 8(41), 960-967.
• Gömleksiz, M. N., & Erten, P. (2013). Öğretmen adaylarının webe özgü öz‐yeterlik algıları. Elementary Education Online, 12(2), 479‐497.
• Haktanır, G. (2018). The qualifications of pre school teachers. Eğitime Bakış Eğitim Öğretim ve Bilim Araştırma Dergisi, 4(12), 22-35.
• Hiğde, E., Uçar, M. B., & Demir, C. (2014). The investigation of self‐efficacy of pre‐service science teachers and pre‐service physics teachers towards web pedagogical content knowledge regarding internet use habits. Procedia ‐ Social and Behavioral Sciences, 116, 3395–3399.
• Horzum M., B. (2011). Web Pedagojik İçerik Bilgisi Ölçeği’nin Türkçeye Uyarlaması. İlköğretim Online, 10, (1), 257-272.
• Jain, C and Getis, A. (2003). The effectiveness of Internet‐based instruction: an experiment in physical geography. Journal of Geography in Higher Education, 27: 153–167.
• Jimoyiannis, A., Tsiotakis, P., Roussinos, D., & Siorenta, A. (2013). Preparing teachers to integrate Web 2.0 in school practice: Toward a framework for Pedagogy 2.0. Australasian Journal of Educational Technology, 29(2).
• Karatas, F. İ., & Aslan Tutak, T. (2017). An examination of in-service secondary mathematics teachers’ technological pedagogical content knowledge and their technology integration self-efficacy. Mustafa Kemal University Journal of Social Sciences, 14(37), 180-198.
• Korucu, A. T. (2017). Teachers' Technology Acceptance and Usage Situations and the Evaluation of Web Pedagogic Content Knowledge in Terms of Different Variations and the Determination of the Relationship between These. International Education Studies, 10(3), 54-75.
• Lee, M. H., & Tsai, C. C. (2005). Exploring high school students' and teachers' preferences toward the constructivist Internet‐based learning environments in Taiwan. Educational Studies, 31(2), 149-167.
• Lee, M. H., & Tsai, C. C. (2010). Exploring teachers’ perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38, 1-21.
• Lee, M.H., Tsai, C.C. & Chang, C.Y. (2008, March). Exploring Teachers’ Self-Efficacy toward the Web Pedagogical Content Knowledge in Taiwan. Paper presented at the Annual Meeting of the American Educational Research Association. New York City.
• Mendler, J., Simon, D., & Broome, P. (2002). Virtual development and virtual geographies: Using the internet to teach interactive distance courses in the global south. Journal of Geography in Higher Education, 26, 313–325.
• Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108 (6), 1017- 1054.
• Oskay, Ö. Ö., & Odabaşı, Z. (2016). Determination of Self Efficacy Perception Levels of Teachers' Attending an Online Course toward Web Pedagogical Content Knowledge. Universal Journal of Educational Research, 4(11), 2651-2655.
• Shin, T., Koehler, M.J., Mishra, P., Schmidt, D., Baran, E. ve Thompson, A. (2009). Changing Technological Pedagogical Content Knowledge (TPACK) through Course Experiences (Vol. 1, s. 4152). Society for Information Technology & Teacher Education International Conference, Charleston, South Carolina.: SITE.
• Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), 4-14.
• Tsai, C‐C. (2004). Beyond cognitive and metacognitive tools: the use of the Internet as an ‘epistemological’ tool for instruction. British Journal of Educational Technology, 35: 525–536.
• Turan, M., & Koç, I. (2016). Öğretmen Adaylarinin Web Pedagojik Alan Bilgisine İlişkin Öz-Yeterlik Algı Düzeyleri, HAYEF: Journal of Education, 13(3), 67-82.
• Wallace, R. M. (2004). A framework for understanding teaching with the Internet. American Educational Research Journal, 41(2), 447-488.
• Yazar, T., & Şimşek, Ö. (2015). Öğretmen adaylarının web pedagojik içerik bilgisinin web destekli öğretim bağlamında incelenmesi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 5(2), 207-218.
• Yeşiltaş, E. (2016). An Analysis of Social Studies Teachers’ Perception Levels Regarding Web Pedagogical Content Knowledge. International Education Studies, 9(4), 108-123.