Abstract:
The purpose of this study is to reveal the relation between
Technological Pedagogical Content Knowledge (TPACK) subdimensions of science teachers in Turkey. For this purpose,
relations between the elements forming the TPACK have been
investigated with a model. This research was carried out with 563
science teachers working in 81 schools to represent science teachers
in Turkey. The scale developed by Kiray (2016a) to measure
TPACK self-efficacy perceptions of teachers and teacher candidates
was used as data collection tool in the research. The data obtained
in the study were analyzed by structural equation modeling. The
direct and positive effects of Technological Content Knowledge
(TCK), Technological Pedagogical Knowledge (TPK) and
Pedagogical Content Knowledge (PCK) from external variables
consisting of binary knowledge domains of the study are seen on
TPACK. These variables account for 65% of the change in TPACK.
PCK is the variable that affects TPACK the most. According to this
finding, PCK has a critical importance in teachers' technology
integration. Another important finding in this study is that
teachers' CK directly and positively influences TCK and PCK, and
this effect is greater than the effect of TK and PK. When considered
in the context of the results of this research, a gradual model
covering CK and PCK can be proposed instead of a direct
technology-based approach to professional development programs
developed to increase TPACK self-efficacy of teachers.
