Exploring the relationship between pre-service teachers’ TPACK and blended teaching readiness levels: a path analysis
| dc.authorid | 0000-0003-4293-9086 | |
| dc.contributor.author | Öztürk, Mücahit | |
| dc.contributor.author | Mıhcı Türker, Pınar | |
| dc.contributor.author | Kerse, Gökhan | |
| dc.date.accessioned | 2023-10-09T08:34:11Z | |
| dc.date.available | 2023-10-09T08:34:11Z | |
| dc.date.issued | 2024 | |
| dc.department | Eğitim Fakültesi | |
| dc.description.abstract | This study explored pre-service teachers’ technological pedagogical content knowledge levels and their blended teaching readiness. In this context, the study employed the cross-sectional survey design, and the variables were analyzed descriptively and correlationally. The study was carried out with the participation of 477 pre-service teachers. Data were collected using the Blended Teaching Readiness Instrument and the Technological Pedagogical Content Knowledge-Deep (TPACK deep) Scale. The analyses put forth that pre-service teachers technological pedagogical content knowledge levels were high in the dimensions of design, exertion, and proficiency, whereas their levels were moderate in the dimension of ethics. In addition, pre-service teachers’ blended teaching readiness levels were found to be high in the dimensions of dispositions, online integration, data practices, personalizing instruction, and online interaction. Furthermore, a significant and positive high-level correlation was revealed between pre-service teachers’ technological pedagogical content knowledge levels and their blended teaching readiness. Also, pre-service teachers’ technological pedagogical content knowledge levels could explain 66% of the variance in their blended teaching readiness. | |
| dc.identifier.doi | 10.1007/s10639-023-12134-4 | |
| dc.identifier.issn | 1360-2357 | |
| dc.identifier.scopusquality | Q1 | |
| dc.identifier.uri | https:/dx.doi.org10.1007/s10639-023-12134-4 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12451/11099 | |
| dc.identifier.wos | WOS:001048936200001 | |
| dc.identifier.wosquality | Q1 | |
| dc.indekslendigikaynak | Web of Science | |
| dc.indekslendigikaynak | Scopus | |
| dc.language.iso | en | |
| dc.publisher | Springer | |
| dc.relation.ispartof | Education and Information Technologies | |
| dc.relation.publicationcategory | Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı | |
| dc.rights | info:eu-repo/semantics/embargoedAccess | |
| dc.subject | Blended Teaching | |
| dc.subject | Blended Teaching Readiness | |
| dc.subject | Technological Pedagogical Content Knowledge | |
| dc.title | Exploring the relationship between pre-service teachers’ TPACK and blended teaching readiness levels: a path analysis | |
| dc.type | Article |
