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Computers 2015, 4(3), 234-250; doi:10.3390/computers4030234

An Investigation of Turkish Pre-Service Teachers’ Technological, Pedagogical and Content Knowledge

1
Research and Evaluation Methodology Program, College of Education, University of Florida, Gainesville, FL 32611, USA
2
Department of Elementary Education, College of Education, Pamukkale University, 20160, Turkey
*
Author to whom correspondence should be addressed.
Academic Editor: Bradley Alexander
Received: 20 May 2015 / Revised: 12 July 2015 / Accepted: 17 July 2015 / Published: 27 July 2015
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Abstract

The purpose of this study is to investigate pre-service teachers’ technological, pedagogical and content knowledge (TPACK) in Turkey. By using the “Survey of Pre-service Teachers’ Knowledge of Teaching and Technology” developed by Schmidt et al. (2009), the study sought to determine if significant differences could be found in pre-service teachers’ perceptions of TPACK when examined by gender, age, educational program, year of study, kind of instruction (day or night education) and field experience. Regression analysis was also used to examine if technology knowledge (TK), pedagogical knowledge (PK) and content knowledge (CK) significantly contributed to pre-service teachers’ TPACK development. Participants of this study were 491 elementary pre-service teachers who attended the summer semester at Pamukkale University. The analysis of the collected data found a significant difference in pre-service teachers’ perceptions of the TPACK when examined across gender, program, year of study and field experience, but no significant differences were found regarding age and kind of instruction. Finally, our regression model showed that CK and PK contributed significantly to pre-service teachers’ TPACK development, but TK was not a significant predictor. View Full-Text
Keywords: TPACK; technology education; pre-service teachers’ perceptions TPACK; technology education; pre-service teachers’ perceptions
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

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MDPI and ACS Style

Cetin-Berber, D.; Erdem, A.R. An Investigation of Turkish Pre-Service Teachers’ Technological, Pedagogical and Content Knowledge. Computers 2015, 4, 234-250.

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