ÖĞRETMEN YETERLİK İNANÇLARININ TEKNOLOJİK PEDAGOJİK ALAN BİLGİLERİNİ YORDAMA GÜCÜ: HİYERARŞİK ÇOKLU REGRESYON ANALİZİ

Kartal, Tezcan; GÖNÇ, TANSU; KIRINDI, Talip

doi:10.26468/trakyasobed.1229434

ÖĞRETMEN YETERLİK İNANÇLARININ TEKNOLOJİK PEDAGOJİK ALAN BİLGİLERİNİ YORDAMA GÜCÜ: HİYERARŞİK ÇOKLU REGRESYON ANALİZİ

Tansu GÖNÇ, (Kırıkkale Üniversitesi, Kırıkkale, Türkiye)

Tezcan KARTAL, (Kırşehir Ahi Evran Üniversitesi, Kırşehir, Türkiye)

Talip KIRINDI (Kırıkkale Üniversitesi, Kırıkkale, Türkiye)

Trakya Üniversitesi Sosyal Bilimler Dergisi

17 6

Yıl: 2023 Cilt: 25 Sayı: 1 Sayfa Aralığı: 1 - 28 Metin Dili: Türkçe DOI: 10.26468/trakyasobed.1229434 İndeks Tarihi: 05-07-2023

ÖĞRETMEN YETERLİK İNANÇLARININ TEKNOLOJİK PEDAGOJİK ALAN BİLGİLERİNİ YORDAMA GÜCÜ: HİYERARŞİK ÇOKLU REGRESYON ANALİZİ

Öz:

Öğretmen özyeterliği, öğretmenlerin teknoloji entegrasyonu uygulamalarına katılma kararlarının duygusal doğasını ele alan bir yapı iken, teknolojik pedagojik alan bilgisi, öğretmenlerin teknoloji entegrasyonu uygulamalarına katılma kararlarının bilişsel doğasını ele alır. Öğretmen ya da öğretmen adaylarının sahip olduğu bilgi ve inançlar iç içe geçmiş ve ayrılmaz bir şekilde bağlantılı olduğundan, her ikisi de öğretmen bilgisinin temel unsurları olarak kabul edilir. Bu çerçevede öğretmen adaylarının özyeterlik inançları ile teknolojik pedagojik alan bilgileri arasındaki karmaşık etkileşimin doğası incelenmiştir. Araştırmada nicel araştırma desenlerinden ilişkisel tarama modeli kullanılmıştır. Araştırma hedef evreni Orta Anadolu’da öğrenim görmekte olan öğretmen adaylarından, örneklemi ise hedef evren içerisinden basit seçkisiz olarak seçilen 205 öğretmen adayından oluşmaktadır. Verilerin elde edilmesinde teknolojik pedagojik alan bilgisi öz değerlendirme ve öğretmenlik mesleğine yönelik özyeterlik ölçekleri kullanılmıştır. Verilerin analizinde frekans, yüzde, mod, medyan, aritmetik ortalama, standart sapma ve hiyerarşik çoklu regresyon kullanılmıştır. Araştırma sonuçlarına göre öğretmen adaylarının TPAB, TAB, TPB ve PAB bileşenlerinin katılıyorum düzeyinde, öğretmen özyeterlik (öğrenci katılımında yeterlik, öğretim stratejilerinde yeterlik ve sınıf yönetiminde yeterlik) inançlarında ise biraz yeterli düzeyde ortalama skorlara sahip olduğu görülmüştür. Öğretmen özyeterlik alt boyutları blok olarak TPAB merkez bileşeni üzerinde yordama etkisi incelenmiş ve öğrenci katılımında yeterlik inançları ile TPAB bilgi alanı arasında pozitif orta büyüklükte bir ilişki vardır. TPAB’ın %12’sinin öğretmen özyeterliği (öğrenci katılımda yeterlik) tarafından açıklanmıştır. Öğretmen özyeterlik inançları (ÖKY, ÖSY ve SYY) ile türetilmiş TPAB bilgi alanları (TAB, TPB ve PAB) blok halinde TPAB merkez bileşeninin %55,6’sı açıklanmaktadır. Benzer çalışmalar farklı bağlamlarda farklı değişkenler (inanç, tutumları) sürece dahil edilerek öğretmen ya da öğretmen adaylarının teknolojiyi kullanma niyetini etkileyen faktörler incelenebilir.

Anahtar Kelime: Öğretmen adayları TPAB özyeterlik inanç

THE PREDICTIVITY OF TEACHER EFFICACY BELIEFS ON TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE: A HIERARCHIC MULTIPLE REGRESSION ANALYSIS

Öz:

Teacher self-efficacy refers to the affective nature of teachers' decisions to participate in technology integration practices, as well as technological pedagogical content knowledge emphasizes the cognitive nature of teachers' decisions to participate in technology integration practices. Since the knowledge and beliefs held by the teacher or preservice teachers are intertwined and inextricably linked, both are considered essential components of teacher knowledge. This study examined the nature of the complex interaction between pre- service teachers' self-efficacy beliefs and their technological pedagogical content knowledge. The relational screening model, one of the quantitative research designs, was used in the research. The target population of the research was the preservice teachers studying in Central Anatolia, and the sample consisted of 205 pre-service teachers selected randomly from the target population. Technological Pedagogical Content Knowledge Self-Assessment Scale (TPACK-SAS) and The Teachers' Sense of Efficacy Scale (TSES) were used to obtain the data. Frequency, percentage, mode, median, arithmetic mean, and standard deviation were calculated, and hierarchical multiple regression was performed to analyze data. According to the results of the research, pre-service teachers' TPACK, TCK, TPK, and PCK components have average scores at the agree level, while their teacher-efficacy (efficacy in student participation, in teaching strategies, and in classroom management) beliefs have average scores at a slightly sufficient level. The predictive effects of teacher-efficacy sub-dimensions on the TPACK central component were examined as a block, and there was a positive medium relationship between efficacy beliefs in student participation and the central component TPACK. 12% of the variance in TPACK was explained by teacher efficacy (efficacy in student participation). Teacher-efficacy beliefs subdomains and derived knowledge domains (TCK, TPK, and PCK) explained 55.6% of the variance in the central component, TPACK. Similar studies can be performed in different contexts, and different variables (beliefs, attitudes) can be included in the process, and the factors affecting the intention of teachers or teacher candidates to use technology can be examined.

Anahtar Kelime: Preservice teacher TPACK self-efficacy belief

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık

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APA	GÖNÇ T, Kartal T, KIRINDI T (2023). ÖĞRETMEN YETERLİK İNANÇLARININ TEKNOLOJİK PEDAGOJİK ALAN BİLGİLERİNİ YORDAMA GÜCÜ: HİYERARŞİK ÇOKLU REGRESYON ANALİZİ. , 1 - 28. 10.26468/trakyasobed.1229434
Chicago	GÖNÇ TANSU,Kartal Tezcan,KIRINDI Talip ÖĞRETMEN YETERLİK İNANÇLARININ TEKNOLOJİK PEDAGOJİK ALAN BİLGİLERİNİ YORDAMA GÜCÜ: HİYERARŞİK ÇOKLU REGRESYON ANALİZİ. (2023): 1 - 28. 10.26468/trakyasobed.1229434
MLA	GÖNÇ TANSU,Kartal Tezcan,KIRINDI Talip ÖĞRETMEN YETERLİK İNANÇLARININ TEKNOLOJİK PEDAGOJİK ALAN BİLGİLERİNİ YORDAMA GÜCÜ: HİYERARŞİK ÇOKLU REGRESYON ANALİZİ. , 2023, ss.1 - 28. 10.26468/trakyasobed.1229434
AMA	GÖNÇ T,Kartal T,KIRINDI T ÖĞRETMEN YETERLİK İNANÇLARININ TEKNOLOJİK PEDAGOJİK ALAN BİLGİLERİNİ YORDAMA GÜCÜ: HİYERARŞİK ÇOKLU REGRESYON ANALİZİ. . 2023; 1 - 28. 10.26468/trakyasobed.1229434
Vancouver	GÖNÇ T,Kartal T,KIRINDI T ÖĞRETMEN YETERLİK İNANÇLARININ TEKNOLOJİK PEDAGOJİK ALAN BİLGİLERİNİ YORDAMA GÜCÜ: HİYERARŞİK ÇOKLU REGRESYON ANALİZİ. . 2023; 1 - 28. 10.26468/trakyasobed.1229434
IEEE	GÖNÇ T,Kartal T,KIRINDI T "ÖĞRETMEN YETERLİK İNANÇLARININ TEKNOLOJİK PEDAGOJİK ALAN BİLGİLERİNİ YORDAMA GÜCÜ: HİYERARŞİK ÇOKLU REGRESYON ANALİZİ." , ss.1 - 28, 2023. 10.26468/trakyasobed.1229434
ISNAD	GÖNÇ, TANSU vd. "ÖĞRETMEN YETERLİK İNANÇLARININ TEKNOLOJİK PEDAGOJİK ALAN BİLGİLERİNİ YORDAMA GÜCÜ: HİYERARŞİK ÇOKLU REGRESYON ANALİZİ". (2023), 1-28. https://doi.org/10.26468/trakyasobed.1229434

APA	GÖNÇ T, Kartal T, KIRINDI T (2023). ÖĞRETMEN YETERLİK İNANÇLARININ TEKNOLOJİK PEDAGOJİK ALAN BİLGİLERİNİ YORDAMA GÜCÜ: HİYERARŞİK ÇOKLU REGRESYON ANALİZİ. Trakya Üniversitesi Sosyal Bilimler Dergisi, 25(1), 1 - 28. 10.26468/trakyasobed.1229434
Chicago	GÖNÇ TANSU,Kartal Tezcan,KIRINDI Talip ÖĞRETMEN YETERLİK İNANÇLARININ TEKNOLOJİK PEDAGOJİK ALAN BİLGİLERİNİ YORDAMA GÜCÜ: HİYERARŞİK ÇOKLU REGRESYON ANALİZİ. Trakya Üniversitesi Sosyal Bilimler Dergisi 25, no.1 (2023): 1 - 28. 10.26468/trakyasobed.1229434
MLA	GÖNÇ TANSU,Kartal Tezcan,KIRINDI Talip ÖĞRETMEN YETERLİK İNANÇLARININ TEKNOLOJİK PEDAGOJİK ALAN BİLGİLERİNİ YORDAMA GÜCÜ: HİYERARŞİK ÇOKLU REGRESYON ANALİZİ. Trakya Üniversitesi Sosyal Bilimler Dergisi, vol.25, no.1, 2023, ss.1 - 28. 10.26468/trakyasobed.1229434
AMA	GÖNÇ T,Kartal T,KIRINDI T ÖĞRETMEN YETERLİK İNANÇLARININ TEKNOLOJİK PEDAGOJİK ALAN BİLGİLERİNİ YORDAMA GÜCÜ: HİYERARŞİK ÇOKLU REGRESYON ANALİZİ. Trakya Üniversitesi Sosyal Bilimler Dergisi. 2023; 25(1): 1 - 28. 10.26468/trakyasobed.1229434
Vancouver	GÖNÇ T,Kartal T,KIRINDI T ÖĞRETMEN YETERLİK İNANÇLARININ TEKNOLOJİK PEDAGOJİK ALAN BİLGİLERİNİ YORDAMA GÜCÜ: HİYERARŞİK ÇOKLU REGRESYON ANALİZİ. Trakya Üniversitesi Sosyal Bilimler Dergisi. 2023; 25(1): 1 - 28. 10.26468/trakyasobed.1229434
IEEE	GÖNÇ T,Kartal T,KIRINDI T "ÖĞRETMEN YETERLİK İNANÇLARININ TEKNOLOJİK PEDAGOJİK ALAN BİLGİLERİNİ YORDAMA GÜCÜ: HİYERARŞİK ÇOKLU REGRESYON ANALİZİ." Trakya Üniversitesi Sosyal Bilimler Dergisi, 25, ss.1 - 28, 2023. 10.26468/trakyasobed.1229434
ISNAD	GÖNÇ, TANSU vd. "ÖĞRETMEN YETERLİK İNANÇLARININ TEKNOLOJİK PEDAGOJİK ALAN BİLGİLERİNİ YORDAMA GÜCÜ: HİYERARŞİK ÇOKLU REGRESYON ANALİZİ". Trakya Üniversitesi Sosyal Bilimler Dergisi 25/1 (2023), 1-28. https://doi.org/10.26468/trakyasobed.1229434