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Öğe Assessing pre-service science teachers' technological pedagogical content knowledge (TPACK) through observations and lesson plans(Routledge Journals, Taylor & Francis Ltd, 2016) Canbazoğlu Bilici, Sedef; Guzey, Sıddıka Selcen; Yamak, HavvaBackground: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs do not help pre-service teachers develop TPACK. Purpose: The purpose of this study was to assess pre-service science teachers' TPACK over a semester-long Science Methods. Sample: Twenty-seven pre-service science teachers took the course toward the end of their four-year teacher education program. Design and method: The study employed the case study methodology. Lesson plans and microteaching observations were used as data collection tools. Technological Pedagogical Content Knowledge-based lesson plan assessment instrument (TPACK-LpAI) and Technological Pedagogical Content Knowledge Observation Protocol (TPACK-OP) were used to analyze data obtained from observations and lesson plans. Results: The results showed that the TPACK-focused Science Methods course had an impact on pre-service teachers' TPACK to varying degrees. Most importantly, the course helped teachers gain knowledge of effective usage of educational technology tools. Conclusion: Teacher education programs should provide opportunities to pre-service teachers to develop their TPACK so that they can effectively integrate technology into their teaching.Öğe Secondary school teachers' opinions about in-service teacher training: a focus group interview study(ELSEVIER SCIENCE BV, 2012) Bozkurt, Esra; Kavak, Nusret; Yamak, Havva; Canbazoğlu Bilici, Sedef; Darıcı, Özlem; Özkaya, Yıldırım; Baskan, GA; Ozdamli, F; Kanbul, S; Ozcan, DThe aim of this study is to determine the secondary school teachers' opinions about in-service teacher training programs in Turkish Educational System. hi order to provide in-depth information about teachers' opinions, the focus group interview method was used in this research. She participants of this study are nine secondary school teachers. The findings revealed that teachers strongly desire to receive trainings on curriculum, scientific developments in their own fields; drama and theater. Teachers suggest that a needs analysis should be conducted in order to inform for planning of trainings.Öğe Technological pedagogical content knowledge self-efficacy scale (TPACK-SeS) for pre-service science teachers: construction, validation, and reliability(Ani Publishing, 2013) Canbazoğlu Bilici, Sedef; Yamak, Havva; Kavak, Nusret; Guzey, S.SelcenProblem Statement: Based on developments in the 21st century technology has become a large part of the classroom experience. Teachers need to have an understanding of how technology can be coordinated with pedagogy and content knowledge in order to integrate technology effectively into classroom instruction. Self-efficacy beliefs toward technology also play a key role in technology integration. It has been shown that the beliefs of a teacher are closely linked to the technologies that they use and the way in which they use them. More specifically, the beliefs of a teacher with regards to their technological pedagogical content knowledge (TPACK) are pivotal in terms of using technology in the classroom because belief about their capability to use technology is a powerful predictor of their potential technology use. Hence, it is critical to measure pre-service teachers’ self-efficacy beliefs toward TPACK in order to identify the factors that contribute to a teacher’s use of technology in classroom instruction. Purpose of This Study: The purpose of this study is to develop a comprehensive instrument to determine pre-service science teacher’s self- efficacy beliefs towards TPACK Methods: The participants in the study consisted of 808 senior pre-service science teachers in 17 colleges for teacher education. In this study, the data was split into two random subsamples to perform factor analysis. Exploratory Factor Analysis (EFA) was conducted using one subsample (n = 420) to determine the factorial structure of the scale, and Confirmatory Factor Analysis (CFA) was conducted on the second subsample (n = 388) in order to confirm the structure model obtained from the EFA analysis in cross-validation the Technological Pedagogical Content Knowledge Self- Efficacy Scale (TPACK-SeS) for a different sample. Item total correlations and Cronbach’s alpha internal reliability coefficient were utilized in determining the reliability of the whole scale and its subscales for both samples. Findings and Results: Based on the EFA results, the final version of the scale consists of an eight-factor structure with 52 items. Following EFA, CFA supported this eight-factor structure and showed a good fit with high indices. Cronbach's alpha coefficient, demonstrating the internal consistency reliability of the subscales and whole scale, were found to be high, and item total correlation coefficients were valid for the different samples. Conclusions and Recommendations: The results show that TPACK-SeS can serve as a valuable tool for teachers, educators, and researchers in evaluating pre-service science teacher’s self-efficacy beliefs towards TPACK.Öğe Teknolojik pedagojik alan bilgisi temelli bir araştırmada öğretmen adaylarinin mikroöğretim hakkindaki görüşleri(Mehmet Akif Ersoy Üniversitesi, 2014) Canbazoğlu Bilici, Sedef; Yamak, HavvaBu araştırmanın amacı teknolojik pedagojik alan bilgisi (TPAB) kuramsal çerçevesi dikkate alınarak yapılandırılan teknoloji ile zenginleştirilmiş mikroöğretim uygulamalarına yönelik fen bilgisi öğretmen adaylarının görüşlerini belirlemektir. Bir eğitim-öğretim yılı süresince gerçekleştirilen araştırmanın güz döneminde Özel Öğretim Yöntemleri II dersinin başlangıcında beş hafta süresince TPAB kuramsal çerçevesi doğrultusunda fen eğitiminde teknoloji kullanımına yönelik uygulamalar gerçekleştirilmiştir. Uygulamalardan sonra son sınıfta öğrenim gören 27 öğretmen adayı ilköğretim fen ve teknoloji dersi öğretim programından seçtikleri kazanımların öğretimine yönelik mikroöğretim yapmışlardır. Bahar döneminde ise güz döneminde araştırmaya katılan öğretmen adaylarından altı öğretmen adayı, gerçek okul ortamında ısı-sıcaklık konusu kapsamında mikroöğretim uygulamaları gerçekleştirmiştir. Mikroöğretim uygulamalarına yönelik öğretmen adaylarının görüşleri yarı-yapılandırılmış görüşme, odak grup görüşmesi ve özel öğretim yöntemleri II dersi uygulamalarını değerlendirme formu ile değerlendirilmiştir. Elde edilen veriler içerik analizi yöntemi ile analiz edilmiştir. Araştırma sonucunda öğretmen adayları, mikroöğretim videolarının çevrimiçi günlük (blog) ortamında paylaşılmasının ve mikroöğretimin hem üniversite hem de gerçek sınıf ortamında uygulanmasının öğretmenlik mesleki bilgilerinin ve TPABlarının gelişimlerine katkı sağladığını belirtmiştir.Öğe The evaluation of primary and secondary teachers' opinions about in-service teacher training(Elsevier Science Bv, 2012) Kavak, Nusret; Yamak, Havva; Canbazoğlu Bilici, Sedef; Bozkurt, Esra; Darıcı, Özlem; Özkaya, Yıldırım; Baskan, GA; Ozdamli, F; Kanbul, S; Ozcan, Daim of this study is to determine the opinions of the primary and secondary school teachers about in-service teacher training programs in Turkish Educational System. In-service Teacher Training Inventory (ITTI) developed by Yamak et al. (2011) was administered to 681 teachers from 26 different schools in Ankara. The main results of this study showed that teachers don't prefer distance learning although nearly all of them have computers and internet access at home. According to teachers' opinions, in-service teacher trainings should be carried out in teachers' own schools, within working hours, by university lecturers who are experts in their fields. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin Uzunboylu
