Matematik Öğretmen Adaylarının TPACK Yeterlilik Düzeyleri ve Eğitimde Teknoloji kullanımına Yönelik Görüşleri

Abstract

This study aimed to examine preservice mathematics teachers’ competency levels of technological pedagogical content knowledge (TPACK) and their thoughts on use of technology in education. To that end, the study utilized the mixed design combining the quantitative and qualitative data collection tools. The participants were 65 second-year students studying middle school mathematics teaching at a public university. Data for the quantitative part of the research was collected using the Technological Pedagogical Education Competency (TPACK-deep) Scale while semi-structured interview questions were utilized to collect data for the qualitative part. It was concluded in the analyses that the preservice teachers had advanced TPACK competencies and had rather positive views on the use of technology in education. The preservice teachers evaluated the use of technology in education to be practical and interesting for students. They also reported that technological integration in education would bring advantages such as ensuring the teacher-student communication, practicality, and enrichment of the course content while increasing the responsibilities of teachers.