THE RELATIONSHIP BETWEEN PRESCHOOL TEACHERS`TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE SELF-CONFIDENCE AND ATTITUDE TOWARDS TECHNOLOGY

Authors : Ezgi Düriye ÇÖREKCİ, Muhammed ÜNAL, Ahmet BORA
Pages : 1-20
Doi:10.48166/ejaes.1273919
View : 76 | Download : 37
Publication Date : 2023-06-25
Article Type : Research Paper
Abstract :The purpose of this study is to examine the relationship between preschool teachers\` technological pedagogical content knowledge insert ignore into journalissuearticles values(TPACK); confidence and their attitude towards technology. In addition, it was aimed to examine whether preschool teachers\` technological pedagogical content knowledge and its sub-dimensions predict teachers\` attitudes towards technology. The study group consists of 200 preschool teachers who teach 36-72-month-old preschool children in the 2020-2021 academic year. This study is a quantitative study designed in the single and relational screening model, one of the general screening models. The data were collected using the \`Technological Pedagogical Content Knowledge Self-Confidence Scale insert ignore into journalissuearticles values(TPACKACKS);\`, \`Attitude Towards Technology Scale\` and \`Personal Information Form\`. The data obtained were analyzed with SPSS 26.0 and JASP 0.16 programs and normality test, Pearson Correlation test and multiple linear regression analysis methods were used. As a result of the study, when the relationship between preschool teachers\` attitudes towards technology and technological pedagogical content knowledge and sub-factors of it was examined, a significant positive relationship was found. When the other findings obtained from the research were examined, it was concluded that the relationship between preschool teachers\` attitude towards technology scores and technological content knowledge sub-dimension scores was relatively low compared to other sub-dimensions.
Keywords : teknolojik pedagojik alan bilgisi, teknolojiye yönelik tutum, okul öncesi öğretmenleri

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