TY  - JOUR
TI  - Teacher Performance in Terms of Technopedagogical Content Knowledge Competencies
AB  - Purpose: Technology can be quickly and effectively integrated into education processes due to its rapidly developing and changingnature. Technopedagogical content knowledge (TPACK) emerges as one of the important types of knowledge that teachers shouldhave in the process of technology integration. Teacher performance is naturally affected, as technology integration reshapes theeducation process. However, there are no studies on how teacher performance is related to the use of technology in Turkey, andteacher performance evaluation is not studied robustly. This study aims to determine the relationship between teachers' TPACKcompetencies and their performance.Design/Methodology/Approach: This study was designed using a correlational model to determine the relationship between teachers'TPACK competencies and performance. The study group consists of 305 teachers working in primary, secondary and high schools inthe Central Anatolia Region. Data in the study were collected through TPACK-Practical Scale and Teacher Performance Scale. The datawere analyzed using descriptive statistics, t-test, ANOVA, correlation and regression techniques.Findings: The findings of the study showed that TPACK and performance did not differ according to the gender of the teachers. TPACKcompetencies differ according to educational status and school type, and teacher performance differs according to school type. TPACKcompetencies and performances of teachers were negatively correlated with their ages and seniority. On the other hand, small positiverelationships were determined between TPACK and performance.Conclusions: As a result, thanks to technology integration, teacher performance can be improved, and student achievement, which isseen as the most concrete output of teacher performance, can be improved. In this respect, it can be suggested that TPACK isconsidered as a whole, and it can be developed theoretically and practically. This study suggests that technology, pedagogy, andcontent knowledge should not be included separately in teacher education, but presented in an integrated way.
AU  - CUBUKCU, Zühal
AU  - Tosuntas, Sule Betul
AU  - Beauchamp, Gary
DO  - 10.24106/kefdergi.726886
PY  - 2021
JO  - Kastamonu Eğitim Dergisi
VL  - 29
IS  - 1
SN  - 1300-8811
SP  - 63
EP  - 83
DB  - TRDizin
UR  - http://search/yayin/detay/452320
ER  -