Journal of Current Research on Educational Studies (JoCuRES) - ISSN: 2651-2513

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Abstract


Examination of Pre-Servicemathematics Teachers’ Technological Pedagogical Content Knowledge and Attitudes towards Information Communication Technologies

This study aims to examine pre-service mathematics teachers’ technological pedagogical content knowledge (TPACK) and attitudes towards information communication technologies (ICT) and the relations between them. With this purpose, one of the quantitative research patterns, correlational survey model, has been used in the study. The research group of the study consists of 240 pre-service primary school mathematics teachers (PSMT) and 60 high school mathematics teachers (HSMT) that have been identified through conforming sampling method and were studying in a public university in Marmara region during the 2016-2017 academic year. TPACK Scale and ICT-Oriented Attitude Scale have been used as data collection tools. To analyse the data obtained from the scales, arithmetic mean, Pearson correlation analysis, t-test for independent samples, one-way analysis of variance (ANOVA) and Scheffe test, one of Post-Hoc testshave been used under the scope of SPSS 22.0 package program. The findings of the study indicated that pre-service PSMTs and HSMTs had a sufficient level of TPACK; and their attitudes towards ICT are positive. No linear relation has been found between the TPACK levels and attitudes towards ICT of pre-service PSMTs; but a moderate level and positive relation has been found between the TPACK levels and attitudes towards ICT of pre-service HSMTs. Furthermore, there was no significant difference in TPACK levels of both groups while a meaningful difference has been observed in favour of pre-service HSMTs in terms of their attitudes towards ICT. In this sense, it has been concluded that the attitudes of pre-service HSMTs are more positive than those of pre-service PSMTs. No meaningful differences have been observed between the “Software Usage” and “Communication in Virtual Environment” sub-factors of ICT-Oriented Attitude Scale related thier attitudes; but a meaningful difference has appeared with “The General Tendency of ICT”, “Access to information in Virtual Environment” and “Computer Hardware” sub-factors. In line with the findings of the study, recommendations have been presented for researchers and future studies.



Keywords
Information communication technologies, technological pedagogical content knowledge, pre-service teachers



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