The Relationship Between Prospective Teachers' Levels of Technopedagogical Content Knowledge and Their Commitment to The Curriculum
Author :
Abstract
Keywords
Abstract
The purpose of this study is to examine the relationship between the levels of Technological Pedagogical Content Knowledge of final-year students studying in education faculties and their commitment to the teaching program, in terms of variables such as gender, department, university, duration of technology use, and technology use skills. The correlational survey model from quantitative research designs was used in the study. The population of the study consists of final-year students studying at the education faculties of Siirt, Muş Alparslan, and İnönü Universities, located in the Eastern and Southeastern Anatolia regions. The sample consists of 525 teacher candidates. The data collection tools used were the "Technological Pedagogical Content Knowledge Scale“ developed by Horzum, Akgün, and Öztürk (2014) and the ”Curriculum Commitment Scale" developed by Yaşaroğlu and Manav (2015). The obtained data were analyzed using the independent groups t-test, one-way Anova, and Pearson Moment Product Correlation analyses. The findings revealed that, in terms of gender, female students had significantly higher levels of subject knowledge sub-dimension and curriculum commitment compared to male students. When evaluated by department, significant differences were observed in the dimensions of subject knowledge, technology subject knowledge, pedagogical subject knowledge, and commitment to the curriculum. In terms of the university, they attended, it was concluded that students from Muş Alparslan University had higher averages compared to other students. It was observed that students who were inclined to use technology had a positive attitude towards the curriculum. In the relationship between technopedagogical field knowledge and commitment to the program, it was determined that there were significant differences in all dimensions and that there was a positive correlation with other sub-dimensions. Based on the findings obtained from the analyses, various recommendations were developed for final-year education faculty students. When conducting studies, it would be beneficial to address multiple departments and work with different sample groups in different fields to achieve more general results. When implementing teaching programs, using Technological Pedagogical Content Knowledge as support will increase the chances of benefiting from technology and getting the most out of classes.
