TEZCAN KARTAL
(Ahi Evran Üniversitesi, Eğitim Fakültesi, Fen Bilgisi Eğitimi Anabilim Dalı, Kırşehir, Türkiye)
Büşra KARTAL
(Ahi Evran Üniversitesi, Eğitim Fakültesi, Matematik Eğitimi, Kırşehir, Türkiye)
Gülşah ULUAY
(Ahi Evran Üniversitesi, Eğitim Fakültesi, Fen Bilgisi Eğitimi Anabilim Dalı, Kırşehir, Türkiye)
Yıl: 2016Cilt: 7Sayı: 23ISSN: 2146-1961Sayfa Aralığı: 1 - 36İngilizce

274 2
TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE SELF ASSESSMENT SCALE (TPACK- SAS) FOR PRE-SERVICE TEACHERS: DEVELOPMENT, VALIDITY AND RELIABILITY
TPAB son on yıldır var olan yeni bir kavramdır. Koehler ve Mishra (2005) TPAB'ı öğretmenlerin sınıflarına teknolojiyi entegre edebilmeleri için ihtiyaçları olan bilgi olarak tanımlamıştır. En yaygın olarak kullanılan TPAB ölçme araçları öz bildirim ölçekleridir. Ölçekler katılımcıların teknoloji ile öğretim yapıp yapmayacaklarına dair kararları üzerinde en fazla etkisi olan inanç, fikir, tutum ve eğilimleri hakkında bilgi vermektedir. TPAB ölçeklerinin çoğu geçerlik ve güvenirlik çalışmaları konusunda eksiktir. Bu çalışmada, öğretmen adaylarının TPAB düzeylerine dair öz algı ve öz değerlendirmelerini belirlemek amacıyla bir ölçek (TPAB-ÖDÖ) geliştirilmiştir. Ölçeğin geliştirilmesi sürecinde DeVellis (2003) tarafından önerilen adımlar (örn. madde havuzu, uzman görüşü, madde performansı analizleri, geçerlik, güvenirlik, faktör analizi...) takip edilmiştir. TPAB-ÖDÖ 754 öğretmen adayına uygulanmıştır. Analizler sonucunda ölçek modelin orjinaliyle uyumlu olarak yedi boyut ve 67 maddeden oluşmaktadır. Ayrıca öğretmen adaylarına kendi bilgisayarlarına sahip olup olmadıkları, internete erişim yerleri, bilgisayar kullanma süreleri ve yeterlikleri ile bilgisayarı kullanma amaçları sorulmuştur. Bu değişkenler ile TPAB alt boyutu arasındaki ilişkiler incelenmiştir.
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