{"id":2149,"date":"2022-03-07T15:50:08","date_gmt":"2022-03-07T20:50:08","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=2149"},"modified":"2022-03-07T15:50:08","modified_gmt":"2022-03-07T20:50:08","slug":"2149","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/2149","title":{"rendered":""},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Canbazoglu Bilici, S., &amp; Baran, E. (2015). The investigation of science teachers\u2019 self-efficacy toward technological pedagogical content knowledge: A longitudinal study.\u00a0<em>GEFAD\/GUJGEF<\/em>,\u00a0<em>35<\/em>(2), 285\u2013306.\u00a0<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Abstract: <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u201cThe purpose of this study was to investigate the impact of in-service teacher training program, designed with technological pedagogical content knowledge (TPACK) framework, on science teachers\u2019 self-efficacy. This is a longitudinal study in nature. The TPACK training was implemented between 18-25 August 2013 with 24 science teachers from 18 different cities of Turkey. The program included 19 hands-on TPACK activities. Teachers\u2019 efficacy of TPACK was measured with TPACK-efficacy Scale (TPACK-SeS) on the first and last day of the training, also six months and one year after the training. Data was analysed using one-way ANOVA for repeated measures. The analysis revealed that teachers\u2019 technological content knowledge, technological pedagogical knowledge, context knowledge, and TPACK knowledge was increased the most as a result of attending the training program. However, teachers\u2019 TPACK-SeS scores did not show a significant change six months and one year after the training.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Canbazoglu Bilici, S., &amp; Baran, E. (2015). The investigation of science teachers\u2019 self-efficacy toward technological pedagogical content knowledge: A longitudinal study.\u00a0GEFAD\/GUJGEF,\u00a035(2), 285\u2013306.\u00a0 Abstract: \u201cThe purpose of this study was to investigate the impact of in-service teacher training program, designed with technological pedagogical content knowledge (TPACK) framework, on science teachers\u2019 self-efficacy.&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/2149\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[58,536,560,1266],"coauthors":[2301],"class_list":["post-2149","post","type-post","status-publish","format-standard","hentry","category-journal-article","tag-science-teachers","tag-in-service-teachers","tag-turkey","tag-self-efficacy-2","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/2149","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=2149"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/2149\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=2149"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=2149"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=2149"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=2149"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}