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Sempozyum: 6th Internatıonal Computer and Instructıonal Technologies Symposium
Preservice Elementary Teachers` Self-Efficacy Toward The Web Pedagogical Content Knowledge
Isil KOÇ
Istanbul University

Esin ACAR
Adnan Menderes University
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Sempozyum: 6th Internatıonal Computer and Instructıonal Technologies Symposium
Preservice Elementary Teachers` Self-Efficacy Toward The Web Pedagogical Content Knowledge
Isil KOÇ
Istanbul University

Esin ACAR
Adnan Menderes University
Abstract :

Teaching in today’s classroom environments requires teachers to develop necessary technology integration confidence, knowledge, and skills to be eff ective. However, teachers often have inadequate or inappropriate
experience with using digital technologies for teaching and learning (Koehler & Mishra, 2009). As stated by Koehler and Mishra (2009), many teachers earned degrees at a time when educational technology was at a very
diff erent stage of development than it is today. Thus, it is not surprising that they do not consider themselves
suff iciently prepared to use technology in the classroom and often do not appreciate its value or relevance to teaching and learning. Acquiring a new knowledge base and skill set can be challenging, particularly if it is a time-intensive activity that must fit into a busy schedule.

Moreover, this knowledge is unlikely to be used unless teachers can conceive of technology uses that are consistent with their existing pedagogical beliefs (Ertmer, 2005). The purpose of this study was to investigate preservice elementary teachers’ self-eff icacy toward Web Pedagogical Content Knowledge (WPCK). The participants of the study consist of 180 preservice elementary teachers (136 female and 44 male) from the department of elementary education in the faculty of education in Adnan Menderes University in Turkey during the 2011-2012 spring semester. The Web Pedagogical Content Knowledge Survey (WPCKS), developed by Lee, Tsai & Chang (2008) and adapted into Turkish by Horzum (2011) was utilized to explore preservice elementary teachers’ self-eff icacy toward WPCK and to additionally assess their attitudes toward Web-based instruction.

Mainly, WPCKS comprised of the following five scales: two scales (11 items) investigating the teachers’ self-eff icacy regarding Web knowledge (i.e., “Web-general” and“Webcommunicative”), two scales (13 items) particularly evaluating teachers’ self-eff icacy in terms of “Web Content Knowledge (WCK)”, and “Web Pedagogical Content Knowledge (WPCK)”, and the last scale (6 items) assessing their “Attitudes” toward Web-based instruction. According to the descriptive results of the WPCKS, preservice elementary teachers expressed relatively high self-eff icacy in terms of their general use of the Web.

Moreover, the descriptive results of the Attitudes scale also revealed that the teachers held highly positive attitudes toward Web-based instruction. The results suggest that preservice elementary teachers generally recognize the usefulness of Web-based instruction. Based on the results of the correlation analysis, the correlations between preservice elementary teachers’ self-eff icacy in terms of their WPCK, their attitudes toward Web-based instruction, and their background variables (i.e., age, grade level, Web experience, and experience of Web-related instruction) were also discussed.

Keywords : self-eff icacy; web pedagogical content knowledge; web pedagogical content knowledge scale;
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