EXAMINING THE PRESCHOOL AND PRIMARY SCHOOL TEACHERS’ PERCEPTION OF SELF-CONFIDENCE ABOUT THEIR TPACK IN TURKEY

Abstract

The aim of this research is to examine the preschool and primary school teachers’ perception of self-confidence about their Technological Pedagogical Content Knowledge (TPACK) and analyze the differences in this perception depending on some variables (gender, type of high school, university, undergraduate program, and grade). Survey model was employed in the research. The research was carried out with the participation of 630 preservice teachers studying at the 2^nd, 3^rd, and 4^th grades of the Preschool and Primary School Education Program of Anadolu University and Eskişehir Osmangazi University in the spring term of the 2019-2020 academic year. The data of the research were collected using “Technological Pedagogical Content Knowledge (TPACK) Self-Confidence Scale” developed by Graham, Burgoyne, Cantrell, Smith, and Harris (2009) and adapted to Turkish by Timur and Taşar (2011), and “Personal Information Form” developed by the researchers. As a result of the research, it was found that the preschool and primary school teachers’ perception of self-confidence about their TPACK was high. Moreover, their perception of self-confidence about TPACK was found to differ significantly depending on gender, university, and grade, but not depending on undergraduate program and type of high school.

Keywords: TPACK, Self-confidence, preschool teacher, classroom teacher, pre-service teachers.

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