A comparative study on TPACK self-efficacy of prospective Biology teachers from the faculties of education & science
TPACK self-efficacy of prospective Biology teachers
Due to the different applications in the execution of the teaching profession in Turkey, the aim of this research is to compare the Technological Pedagogical Content Knowledge (TPACK) self-efficacy levels of the biology teacher candidates who graduated from the faculty of education and who completed the Pedagogical Formation Certificate Program (PFCP) as a graduate of the faculty of sciences. The research was carried out in a screening model, which is one of the quantitative research techniques. The participants of this research consist of a total of 342 volunteer teacher candidates, 138 from the faculty of education and 204 from the faculty of sciences. The data were collected from TPACK self-efficacy scale. In the analysis of the data, independent sample T-test and one way ANOVA were applied by using SPSS program. The data were analyzed separately in the five academic years. As a result of the research, it was found that the TPACK self-efficacy scores of the biology teacher candidates who graduated from the faculty of education was higher than the faculty of sciences. In addition, when compared to same groups over the five academic years, it was also found that there was a significant difference between them. All results showed that there was a significant difference in favor of the education faculty teacher candidates on TPACK self-efficacy.
Copyright (c) 2021 International Journal of Curriculum and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.