An Investigation of the Psychometric Properties of the Technological Pedagogical Content Knowledge Scale for Preschool Teachers in Turkish Sample

Yıl 2022, Cilt: 6 Sayı: 3, 277 - 293, 31.07.2022

Derya Demirezen Turgay Alakurt

https://doi.org/10.34056/aujef.1068474

Cited By: 2

Öz

In this study, validity and reliability studies of the scale developed by Liang et al. (2013) to determine the technological pedagogical content knowledge of in-service preschool teachers were conducted on the Turkish sample. The original scale consists of 36 items under six dimensions. After the Turkish linguistic equivalence study of the original scale was conducted on a group of 26 participants, the original structure was tested on the data obtained from 215 inservice preschool teachers working in Turkey. Due to the fact that the original structure was not verified on the Turkish sample, a new structure consisting of 25 items, gathered under two dimensions, was obtained as a result of the analyzes performed on the same sample group. This unique structure was retested on a second data set consisting of 195 preschool teachers similar to the first sample. As a result of the analyzes, it was determined that this unique structure consisting of 25 items gathered under two dimensions had acceptable good fit values. Further analysis also showed that the sub-dimensions of the scale had a good level of internal consistency. Cronbach's alpha internal consistency coefficients of both sub-dimensions of the scale, respectively calculated as .93 and .94. As a result of the examination of the items under each factor, first factor was named as "Pedagogical Content Knowledge" and second factor was named as "Technology Knowledge". Research findings revealed that the adapted scale is a valid and reliable scale that can be used to determine the technological pedagogical content knowledge levels of in-service preschool teachers.

Anahtar Kelimeler

Preschool, scale adaptation, teacher, in-service, technological pedagogical content knowledge

Okul Öncesi Öğretmenlerine Yönelik Teknolojik Pedagojik Alan Bilgisi Ölçeğinin Türk Örnekleminde Psikometrik Özelliklerinin İncelenmesi

Öz

Bu çalışmada, Liang ve arkadaşları (2013) tarafından hizmet içi okul öncesi öğretmenlerinin teknolojik pedagojik alan bilgilerini belirlemeye yönelik geliştirilen ölçeğin Türk örneklemi üzerinde geçerlik ve güvenirlik çalışmaları yapılmıştır. Orijinal ölçek, altı boyut altında 36 maddeden oluşmaktadır. Ölçeğin 26 kişilik bir katılımcı grubu üzerinden Türkçe dilsel eşdeğerlik çalışmasının yapılması ardından orijinal yapı Türkiye’de aktif olarak görev yapan 215 okul öncesi öğretmeninden elde edilen veriler üzerinden test edilmiştir. Türkiye örneklemi üzerinde özgün yapının doğrulanmamasından dolayı aynı örneklem grubu üzerinde yapılan analizler sonucunda iki boyut altında toplanan ve 25 maddeden oluşan yeni bir yapı elde edilmiştir. Elde edilen bu özgün yapı ilk örnekleme benzer 195 okul öncesi öğretmeninden elde edilen ikinci bir veri seti üzerinden yeniden sınanmıştır. Analizler sonucunda bu özgün yapının kabul edilebilir iyi uyum değerlerine sahip olduğu belirlenmiştir. Güvenirlik analizleri sonucunda ölçeğin alt boyutlarının iyi düzeyde bir iç tutarlığa sahip olduğu görülmüştür. Ölçeğin her iki alt boyutunun Cronbach alfa iç tutarlık katsayıları sırasıyla .93 ve .94 olarak hesaplanmıştır. Her bir faktör altında yer alan maddelerin incelenmesi sonucunda birinci faktör “Pedagojik Alan Bilgisi”, ikinci faktör ise “Teknoloji Bilgisi” olarak adlandırılmıştır. Araştırma bulguları uyarlanan ölçeğin hizmet içi okul öncesi öğretmenlerinin teknolojik pedagojik alan bilgisi düzeylerini belirlemek amacıyla kullanılabilecek geçerli ve güvenilir bir ölçek olduğunu ortaya koymaktadır.

Anahtar Kelimeler

Okul öncesi, ölçek uyarlama, öğretmen, hizmet içi, teknolojik pedagojik alan bilgisi

Kaynakça

• Baran, E., ve Canbazoğlu Bilici, S. (2015). Teknolojik pedagojik alan bilgisi (TPAB) üzerine alanyazın incelemesi: Türkiye örneği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30 (1), 15-32.
• Cavin, R. M. (2008). Developing technological pedagogical content knowledge in preservice teachers through microteaching lesson study. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference (pp. 5214-5220). Chesapeake, VA: AACE.
• Chai, C. S., Koh, J. H. L. & Tsai, C. C. (2010). Facilitating preservice teachers' development of technological, pedagogical, and content knowledge (TPACK). Journal of Educational Technology & Society, 13(4), 63-73.
• Council on Communications and Media. (2016). Media and young minds. Pediatrics, 138(5), e20162591. https://doi.org/10.1542/peds.2016-2591
• Finger, G., Jamieson-Proctor, R. & Albion, P. (2010). Beyond pedagogical content knowledge: The importance of TPACK for informing preservice teacher education in Australia. In IFIP international conference on key competencies in the knowledge society (pp. 114-125). Springer, Berlin, Heidelberg.
• Kabakçı Yurdakul, I. ve Odabaşı, H.F. (2013). Teknopedagojik eğitime dayalı öğretim teknolojileri ve materyal tasarımı. İçinde I. Kabakçı Yurdakul (Ed.), Teknopedagojik Eğitim Modeli içinde (s. 39-69). Ankara: Anı.
• Koehler, M. J., Mishra, P. & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740-762.
• Koehler, M.J., & Mishra, P. (2008). Introducing tpck. AACTE Committee on Innovation and Technology (Ed.), The handbook of technological pedagogical content knowledge (tpck) for educators (pp. 3-29). Mahwah, NJ: Lawrence Erlbaum Associates
• Koh, J. H. L. & Sing, C. C. (2011). Modeling pre-service teachers technological pedagogical content knowledge (TPACK) perceptions: The influence of demographic factors and TPACK constructs. In G. Williams, N. Brown, M. Pittard, B. Cleland (Eds.), Changing Demands, Changing Directions. (pp. 735-746). Proceedings Ascilite.
• Liang, J. C. (2015). Exploring the relationships between in-service preschool teachers’ perceptions of classroom authority and their TPACK. The Asia-Pacific Education Researcher, 24(3), 471-479.
• Liang, J. C., Chai, C. S., Koh, J. H. L., Yang, C. J., & Tsai, C. C. (2013). Surveying in-service preschool teachers' technological pedagogical content knowledge. Australasian Journal of Educational Technology, 29(4), 581-594.
• Linuesa, M. C., Orellana, E. R., Baz, B. O., & Dominguez, J. M. (2011). Digital resources in classroom practice: Action plans of early childhood teachers. Revista de educación, 356, 211–232.
• Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 95-132). Dordrecht, The Netherlands: Kluwer Academic Publisher.
• Mishra, P. & Koehler, M. J. (2008). Introducing technological pedagogical content knowledge. In annual meeting of the American Educational Research Association1-16.
• Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teacher College Record, 108(6), 1017-1054.
• Özgün-Koca, S. A., Meagher, M. & Edwards, M. T. (2010). Preservice teachers' emerging TPACK in a technology-rich methods class. The Mathematics Educator, 19, 10-20.
• Panagiotakou, C., & Pange, J. (2010). The use of ICT in preschool music education. Procedia Social and Behavioral Sciences, 2(2), 3055–3059.
• Rhodes, A. (2017). Screen time and kids: what's happening in our homes?. Australian Child Health POLL. Detailed report. Melbourne (VIC): The Royal Children’s Hospital Melbourne. https://www.rchpoll.org.au/wp-content/uploads/2017/06/ACHP-Poll7_Detailed-Report-June21.pdf adresinden erişilmiştir.
• Rich, M., Bickham, D. S. & Wartella, E. (2015). Methodological advances in the field of media influences on children. American Behavioral Scientist (ABS), 59(14), 1731-1735.
• 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.
• Shulman, L. S. (1986). Those who understand; Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
• Solak, N. (2007). Adana il merkezinde bulunan okul öncesi eğitim kurumlarında kalitenin incelenmesi (Yüksek Lisans Tezi). Çukurova Üniversitesi Sosyal Bilimler Enstitüsü. Adana.
• Suharwoto, G. (2006). Secondary mathematics preservice teachers’ development of technology pedagogical content knowledge in subject-specific, technology integrated teacher preparation program (Doctoral Dissertation). Oregon State University. Corvallis
• Ulusal Genç Çocukları Eğitim Derneği (The National Association for the Education of Young Children - NAEYC) ve Fred Rogers Erken Öğrenme ve Çocuk Medyası Merkezi (Fred Rogers Center for Early Learning and Children’s Media) (2012). Key messages of the NAEYC/Fred rogers center position statement on technology and interactive media in early childhood programs. Retrieved From https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/topics/12_KeyMessages_Technology.pdf
• 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), E73-E76