Tafli, T. (2021). A comparative study on TPACK self-efficacy of prospective biology teachers from the faculties of education & science. International Journal of Curriculum and Instruction, 13(3), 2957-2980. Abstract: “Due to the different applications in the execution of the teaching profession in Turkey, the aim of this research is to…
Comments closedTag: Turkey
Cansiz, M. (2021). Investigating the technological pedagogical content knowledge of preservice teachers. Studies in Educational Research and Development, 5(2), 111-125. http://serd.artvin.edu.tr/en/pub/issue/67360/644375 Abstract: “This paper examined the profile of Turkish preservice science and elementary teachers in terms of their technological pedagogical content knowledge (TPACK). Moreover, the difference between TPACK of preservice…
Comments closedGenç, G., & Dülger, R. (2023). Bridging the digital divide using the TPACK model in the context of Turkey. In D. Köksal, Ö. G.Ulum, & G. Genç (Eds.) Undividing digital divide (pp. 23-36). Springer, Cham. https://doi.org/10.1007/978-3-031-25006-4_3 Abstract: “Thanks to information and communication technologies, such new concepts as e-mail, e-learning, e-school…
Comments closedAktaş, İ., & Özmen, H. (2022). Assessing the performance of Turkish science pre-service teachers in a TPACK-practical course. Education and Information Technologies, 27(3), 3495–3528. https://doi.org/10.1007/s10639-021-10757-z Abstract: “This study assesses the performance of Turkish science pre-service teachers (PSTs) in a TPACK-Practical Course that consists of the training course and lesson-plan-micro-teaching stages. The subjects…
Comments closedGüngör, A., & Köse, M. (2022). Adapting the survey of technological pedagogical STEM knowledge to the Turkish language and determining the knowledge of pre-service and in-service teachers. International Journal of Modern Education Studies, 6(2), 287-318. https://www.ijonmes.net/index.php/ijonmes/article/view/217/99 Abstract: “The purpose of this study was to adapt a survey developed by Chai…
Comments closedUludaǧ, E. (2022). Evaluation of EFL pre-service teachers’ technological pedagogical and content knowledge (TPACK). [Master’s thesis, Hacettepe Üniversitesi]. Hacettepe University Institutional Repository. (Repository is currently offline.) Abstract: “This study aims to examine Technological Pedagogical and Content Knowledge(TPACK) level of English as a foreign language (EFL) pre-service teachers related to the…
Comments closedKaçar, I. G. (2022). Pre-service EFL teachers as digital material designers: A case study into the TPACK development in the Turkish context. Teaching English With Technology, 22(3/4), 107-130. https://www.ceeol.com/search/article-detail?id=1080610 Abstract: “Pre-service teachers of the 21st century are expected to be equipped with both pedagogical and digital competence. In fact, teacher…
Comments closedYildiz Durak, H., Atman Uslu, N., Canbazoğlu Bilici, S., & Güler, B. (2022). Examining the predictors of TPACK for integrated STEM: Science teaching self-efficacy, computational thinking, and design thinking. Education Information Technologies. Advance online publication. https://doi.org/10.1007/s10639-022-11505-7 Abstract: “In this study, the role of science and computational thinking (CT) in teaching self-efficacy and…
Comments closedBas, G., & Şentürk, C. (2018). An evaluation of technological pedagogical content knowledge (TPACK) of in-service teachers: A study in Turkish public schools. International Journal of Educational Technology, 5(2), 46-58. https://educationaltechnology.net/ijet/index.php/ijet/article/view/58 Abstract: “In the current study, the technological pedagogical content knowledge (TPACK) perceptions of Turkish in-service teachers working in public…
Comments closedYelken, T. Y., Konokman, G. Y., & Sancar Tokmak, H. (2015). A survey study characterizing Turkish prospective primary school teachers’ TPACK competencies. In M. S. Khine (Ed.), New directions in technological pedagogical content knowledge: Multiple perspectives (pp. 339-356). Information Age. Abstract: None
Comments closed