An investigation of the relationship between preschool teachers' self-efficacy levels and their technological pedagogical content knowledge (TPACK)
Authors
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Gamze KutluhanMinistry of National Education, Tokat, Türkiye
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Burak AyçiçekDepartment of Educational Sciences, Division of Curriculum and Instruction, Tokat Gaziosmanpaşa University, Tokat, Türkiye
DOI:
10.58583/EM.4.1.8Keywords:
Preschool teachers, Teacher self-efficacy, Technological pedagogical content knowledgeAbstract
In this study, it was aimed to examine the relationship between preschool teachers' self-efficacy levels and technological pedagogical content knowledge. A total of 384 preschool teachers, working in schools in Tokat province participated in the study. In the data collection process of the study, “Personal Information Form”, “Teacher Self-Efficacy Scale” and “Technological Pedagogical Content Knowledge Teacher Observation Form” were used. Pearson Correlation analysis was used in the analysis process of the data obtained within the scope of the study. In the study, it was determined that the self-efficacy levels of teachers and their technological pedagogical knowledge levels were generally at a moderate level. In addition, it was determined that there was a positive and moderately significant relationship between teachers' self-efficacy levels and technological pedagogical content knowledge levels (p<.05). These findings highlight the importance of increasing teachers' self-efficacy and technological pedagogical content knowledge.
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