High School Teachers' Technological Pedagogical Content Knowledge and Self-efficacy Perceptions

Year 2023, , 164 - 181, 30.06.2023

Nazmi Coşkun , Gülçin Zeybek

https://doi.org/10.54535/rep.1277313

Abstract

The aim of this research is to determine the correlation between high school teachers' technological pedagogical content knowledge levels and teacher self-efficacy perceptions. In the 2018-2019 academic year, 386 teachers working in high schools in the city center of Karaman, Turkey, participated in the research conducted in the correlational survey model. The data of the study were collected with the personal information form, the technological pedagogical content knowledge scale and the teacher self-efficacy scale. In the analysis of the data, arithmetic mean, standard deviation, Pearson correlation technique were used. When the research findings are examined; it was concluded that teachers' technological pedagogical content knowledge and their self-efficacy perceptions are at high level. At the same time, there was a positive and medium-level correlation between teachers' technological pedagogical content knowledge and their perception of self-efficacy. The research findings were discussed in line with the related literature and some suggestions were made.

Keywords

Instructional technology, Self-efficacy, Technological pedagogical content knowledge, TPACK

References

• Abbitt, J. T. (2011). Measuring technological pedagogical content knowledge inpreservice teacher education: A review of current methods and instruments. Journal of Research on Technology in Education, 43(4), 281–300. https://doi.org/10.1080/15391523.2011.10782573
• Açıkgül, K., & Aslaner, R. (2015). Investigation of TPACK confidence perception of pre-service elementary mathematics teachers. Erzincan University Journal of Education Faculty, 17(1), 118-152. https://dergipark.org.tr/tr/pub/cuefd/issue/44511/409949
• Akgün, F. (2013). Pre-service teachers’ web pedagogical content knowledge and relationship between teachers’ perceptions of self-efficacy. Trakya University Journal of Education, 3(1), 48-58. https://dergipark.org.tr/en/pub/trkefd/issue/21475/230180
• Albaaly, E., & Higgins, S. (2012). The impact of interactive whiteboard technology on medical students’ achievement in ESL essay writing: An early study in Egypt. The Language Learning Journal, 40(2), 207-222. https://doi.org/10.1080/09571736.2010.543953
• Alpar, R. (2013). Applied multivariate statistical methods [Uygulamalı çok değişkenli istatistik yöntemler] (4th ed). Detay Publications.
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215. https://doi.org/10.1037/0033-295X.84.2.191
• Belland, B. R. (2009). Using the theory of habitus to move beyond the study of barriers to technology integration. Computers & Education, 52, 353–364. https://doi.org/10.1016/j.compedu.2008.09.004
• Binghimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning: A review of literature. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 235-245. https://doi.org/10.12973/ejmste/75275
• Birişçi, S., & Kul, Ü. (2019). Predictors of technology ıntegration self-efficacy beliefs of preservice teachers. Contemporary Educational Technology, 10(1), 75-93. https://doi.org/10.30935/cet.512537
• Demirezen, S., & Keleş, H . (2020). Examination of social studies teachers’ technological pedagogical content knowledge competencies according to various variables. International Journal of New Approaches in Social Studies, 4(1), 131-150. https://doi.org/10.38015/sbyy.750007
• De Vaus, D. (2013). Surveys in social research (6th ed.). Routledge.
• Ekici, E., Ekici, F. T. & Kara, İ. (2012). Validity and reliability study of ICT self-efficacy perception scale for teachers. Pamukkale University Journal of Education, 31(31), 53-65. https://dergipark.org.tr/en/pub/pauefd/issue/11112/132852
• Erbas, A. K., İnce, M., & Kaya, S. (2015). Learning mathematics with interactive whiteboards and computer-based graphing utility. Educational Technology & Society, 18(2), 299-312. https://www.jstor.org/stable/pdf/jeductechsoci.18.2.299.pdf
• Er, S., & Sağlam-Kaya, Y. (2017). Prospective secondary mathematics teachers’ views on task design at geogebra environment. Mersin University Journal of the Faculty of Education, 13(1), 228-242. https://doi.org/10.17860/mersinefd.305950
• Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39. https://doi.org/10.1007/BF02504683
• Harris, J., Mishra, P., & Koehler, M. J. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research of Technology in Education, 41(4), 393-416. https://doi.org/10.1080/15391523.2009.10782536
• Hew, K., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252. https://doi.org/10.1007/s11423-006-9022-5
• Horzum, M. B., Akgün, Ö. E., & Öztürk, E. (2014). The Psychometric Properties of the Technological Pedagogical Content Knowledge Scale. International Online Journal of Educational Sciences, 6(3). http://dx.doi.org/10.15345/iojes.2014.03.004
• Karasar, N. (2009). Scientific research method (19th ed.) [Bilimsel araştırma yöntemi]. Nobel Publishing.
• Kasalak, G., & Dağyar, M. (2020). the relationship between Teacher Self-Efficacy and Teacher Job Satisfaction: A meta-analysis of the teaching and learning international survey (TALIS). Educational Sciences: Theory & Practice, 20(3), 16-33. https://files.eric.ed.gov/fulltext/EJ1261816.pdf
• Keser, H., Karaoglan-Yılmaz, F. G., & Yılmaz, R. (2015). TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers. Elementary Education Online, 14(4), 1193-1207. https://doi.org/10.17051/io.2015.65067
• Koyuncuoglu, O. (2021). An investigation of graduate students‘ Technological Pedagogical and Content Knowledge (TPACK). International Journal of Education in Mathematics, Science and Technology (IJEMST), 9(2), 299-313. https://doi.org/10.46328/ijemst.1446
• Kurt, A. A. (2013). Eğitimde teknoloji entegrasyonuna kavramsal ve kuramsal bakış [Conceptual and theoretical perspective on technology integration in education]. In I. K. Yurdakul (Eds), Teknopedagojik eğitime dayalı öğretim teknolojileri ve materyal tasarımı [Instructional technologies and material design based on technopedagogical education ] (pp. 1-38). Anı Publishing.
• Lee, Y., & Lee, J. (2014). Enhancing pre-service teachers’ self-efficacy beliefs for technology integration through lesson planning practice. Computers & Education, 73, 121-128. https://doi.org/10.1016/j.compedu.2014.01.001
• Lemos, N. (2007). An introduction to the theory of knowledge. Cambridge University Press.
• Liang, Z., Wang, Y., Zhang, H., & He, L. (2017). Relationships of TPACK and beliefs of primary and secondary teachers in China. The Sixth International Conference of Educational Innovation through Technology (IEEE). Osaka, Japan. https://doi.org/10.1109/EITT.2017.16
• Liu, Y., Bellibaş, M. Ş., & Gümüş, S. (2021). The effect of ınstructional leadership and distributed leadership on teacher self-efficacy and job satisfaction: Mediating roles of supportive school culture and teacher collaboration. Educational Management Administration & Leadership, 49(3), 430–453. https://doi.org/10.1177/1741143220910438
• Malik, N., & Shanwal, V. K. (2015). A comparative study of academic achievement of traditional classroom and smart classroom technology in relation to intelligence. Educational Quest, 6(1), 21. http://103.47.12.35/bitstream/handle/1/409/rpone.pdf?sequence=1&isAllowed=y
• Milner, R., & Woolfolk-Hoy, A. (2003). Respect, social support and teacher efficacy: A case study. American Education Research Association, 26, 1- 10. https://doi.org/10.1016/S0742-051X(02)00099-9
• Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
• Ministry of Education [MOE]. (2018). Educational programs [Öğretim programları]. http://mufredat.meb.gov.tr/Programlar.aspx
• Mutiani, M., Supriatna, N., Abbas, E. W., Rini, T. P. W., & Subiyakto, B. (2021). Technological, pedagogical, content knowledge (TPACK): Discursions in learning innovation on social studies. The Innovation of Social Studies Journal, 2(2), 135-142. https//:doi.org/10.20527/
• Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332. https://doi.org/10.3102/00346543062003307
• Rose, D., & Schaffer, J. (2013). Knowledge entails dispositional belief. Philosophical Studies, 166, 19–50. https://doi.org/10.1007/s11098-012-0052-z
• Ruggiero, D., & Mong, C. J. (2015). The teacher technology integration experience: Practice and reflection in the classroom. Journal of Information Technology Education: Research, 14, 161-178. http://www.jite.org/documents/Vol14/JITEv14ResearchP161-178Ruggiero0958.pdf
• Sağlam-Kaya, Y. (2019). Investigation of preservice teachers’ technopedagogical teaching competencies and teacher’s self-efficacy in terms of various variables. Journal of Theoretical Educational Science, 12(1), 185-204. http://dx.doi.org/10.30831/akukeg.420909
• Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological Pedagogical Content Knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149. https://doi.org/10.1080/15391523.2009.10782544
• Schmid, M., Brianza, E., Petko, D. (2021). Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans. Computers in Human Behavior, 115. https://doi.org/10.1016/j.chb.2020.106586
• Senemoğlu, N. (2006). A Study on the description of educational situations in the first years of primary education. Project Report No. 04A704003. Hacettepe University Scientific Research Unit.
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
• Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burn put: A study of relations. Teaching and Teacher Education, 26, 1059-1069. https://doi.org/10.1016/j.tate.2009.11.001
• Sokhom, C., Sorakrich, M., & Ravinder, K. (2023) An examination of the relationship between the perceived instructional behaviours of teacher educators and pre-service teachers’ learning motivation and teaching self-efficacy. Educational Review, 75(2), 264-286. https://doi.org/10.1080/00131911.2021.1916440
• Spazak, L. (2013). Secondary preservice teachers’ perception of preparedness to integrate technology. Doctoral dissertation, Indiana University of Pennsylvania, United States.
• Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(1), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
• Tseng, J.-J., Chai, C. S., Tan, L., & Park, M. (2022) A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching. Computer Assisted Language Learning, 35(4), 948-971. http://dx.doi.org/10.1080/09588221.2020.1868531
• Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass.
• Turkish Qualifications Framework [TYÇ]. (2023). Key competencies for lifelong learning [Hayat boyu öğrenme için anahtar yetkinlikler]. https://www.tyc.gov.tr/sayfa/anahtar-yetkinlikler-ifcbc98de-547c-4f58-a4ca-e29fc8eba4e8.html
• Veal, W. R., & MaKinster, J. G. (1999). Pedagogical content knowledge taxonomies. Electronic Journal of Science Education, 3(4). http://ejse.southwestern.edu/article/view/7615/5382/
• Voogt, J., & McKenney, S. (2017). TPACK in teacher education: Are we preparing teachers to use technology for early literacy? Technology, Pedagogy and Education, 26(1), 69-83. http://dx.doi.org/10.1080/1475939X.2016.117473
• Wilkins, J. L. M. (2008). The relationship between elementary teachers’ content knowledge, attitudes, beliefs, and practices. Journal of Mathematics Teacher Education, 11(2), 139-164. https://doi.org/10.1007/s10857-007-9068-2
• Woolfolk Hoy, A. (2004). Self-Efficacy in college teaching. Essays on Teaching Excellence Toward the Best in the Academy, 15, 8-11. https://cft.vanderbilt.edu/wp-content/uploads/sites/59/vol15no7_self_efficacy.htm
• Wray, E., Sharma, U., & Subban, P. (2022). Factors influencing teacher self-efficacy for inclusive education: A systematic literature review. Teaching and Teacher Education, 117. https://doi.org/10.1016/j.tate.2022.103800
• Yeh, Y.-F., Chan, K. K. H., & Hsu, Y.-S. (2021). Toward a framework that connects individual TPACK and collective TPACK: A systematic review of TPACK studies investigating teacher collaborative discourse in the learning by design process. Computers & Education, 171. https://doi.org/10.1016/j.compedu.2021.104238