The investigation of pre-service science teachers’ self-efficacy toward technological pedagogical content knowledge

Abstract

Technological developments in the international arena have affected many countries’ education systems, as well as being in many areas. As a result of the integration in the education of technological developments, it has caused the change of the professions in the field of education and training, especially in the institutions that educate teachers. The purpose of this study was to investigate pre-service science teachers’ self-efficacy toward technological pedagogical content (TPACK) throughout one academic term. The research was carried out with a total of 41 pre-service science teachers from Duzce University in 2016-2017 fall academic years. The study employed an experimental method, namely the pre-test / post-test pattern used with a single group. The data were collected by using the “Technological pedagogical content knowledge (TPACK) self-efficacy scale for pre-service science teachers on material development” developed by Balçın and Ergün (2016). The collected data was analyzed using paired-samples t-test. Also, data are evaluated on 0.05 level relevance and its percentage, frequency, average and standard deviation levels are calculated. When 41 pre-service science teachers’ self-efficacy level toward TPACK was evaluated, it was found that their level increased at the end of fall semester (when compared to the beginning of that semester). According to the findings obtained in the research, gender did not affect the TPACK self-efficacy for pre-service science teachers on material development.