Research Article
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The Relationship Between Preservice Teachers’ 21st Century Skills and Technological Pedagogical Content Knowledge

Year 2023, Issue: Özel Sayı 1 (Cumhuriyetin 100. Yılına), 1026 - 1047, 27.10.2023

Şule Yılmaz Özden Emine Nur Ünveren Bilgiç

https://doi.org/10.51531/korkutataturkiyat.1360027

Abstract

21st century skills are a critical skill set that must be acquired in the digital age we live in. They appear as skills that affect thinking, working and life far beyond a certain subject knowledge. The purpose of this study is to examine the relationship between 21st century skills and technological pedagogical content knowledge of preservice mathematics teachers. In the study, which was conducted with a quantitative approach, the relational survey model was used. The data were collected using “Technological Pedagogical Content Knowledge Scale for Mathematics (Tpab-Mat)” and “Multidimensional 21st Century Skills Scale”. T-test, one-way ANOVA and Pearson Product Moment Correlation coefficient were used to analyze the data. The results showed that there was a positive and moderate correlation between pre-service teachers’ technological pedagogical content knowledge and 21st century, and there was also a positive and moderate correlation between pre-service teachers’ gender and grade level and 21st century skills (critical thinking and problem solving, social responsibility and leadership, entrepreneurship and innovation) and technological pedagogical content knowledge (PCK, TPK_Offline, TPACK).

Keywords

TPACK Mathematics education 21st century skills preservice teacher training.

References

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  • Altun, T. (2013). Examinatıon of Classroom Teachers’ Technological, Pedagogical And Content Knowledge on the Basis of Different Variables. Croatian Journal of Education: Hrvatski Časopis za Odgoj i Obrazovanje, 15(2), 365-397.
  • Ananiadou, K., & Claro, M. (2009). 21st Century Skills and Competences for New Millennium Learners in OECD Countries. OECD Education Working Papers, no. 41. OECD Publishing, Paris. https://doi.org/10.1787/218525261154 [Erişim tarihi: 20 Haziran 2022].
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  • Bakar, N. s. A., Maat, s. M., & Rosli, R. (2020). Mathematics Teacher’s Self-Efficacy of Technology Integration and Technological Pedagogical Content Knowledge. Journal on Mathematics Education, 11(2), 259-276.
  • Bernard, H. R. (2013). Social research methods: Qualitative and quantitative approaches. Sage.
  • Bhagat, K. K., & Chang, C. Y. (2018). A Cross-Cultural Comparison on Students’ Perceptions Towards Online Learning. Eurasia Journal of Mathematics, Science and Technology Education. 14(3), 987–995.
  • Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., & Rumble, M. (2010). Draft White Paper 1: Defining 21st Century Skills. Available online also at: https://oei.org.ar/ibertic/evaluacion/sites/default/files/biblioteca/24_defining-21st-century-skills. pdf. [Erişim tarihi: 22 June 2022].
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  • Cevik, M. (2019). Multidimensional 21st Century Skills Scale: Validity and Reliability Study. Cypriot Journal of Educational Sciences, 14(1), 11-28.
  • Chusni, M. M., Saputro, S., & Rahardjo, s. B. (2022). Enhancing Critical Thinking Skills of Junior High School Students through Discovery-Based Multiple Representations Learning Model. International Journal of Instruction, 15(1), 927-945.
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  • Erdogan, A., & Sahin, I. (2010). Relationship between Math Teacher Candidates’ Technological Pedagogical and Content Knowledge (TPACK) and Achievement Levels. Procedia-Social and Behavioral Sciences, 2(2), 2707-2711.
  • Flick, L., & Bell, R. (2000). Preparing Tomorrow’s Science Teachers to Use Technology: Guidelines for Science Educators. Contemporary Issues in Technology and Teacher Education, 1(1), 39-60.
  • Gedro, J., Allain, N. M., De-Souza, D., Dodson, L., & Mawn, M. V. (2020). Flattening The Learning Curve of Leadership Development: Reflections of Five Women Higher Education Leaders during The Coronavirus Pandemic of 2020. Human Resource Development International, 23(4), 395-405.
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  • Gulacar, O., Milkey, A., & McLane, s. (2019). Exploring The Effect of Prior Knowledge and Gender on Undergraduate Students’ Knowledge Structures in Chemistry. Eurasia Journal of Mathematics, Science and Technology Education, 15(8). 1-16.
  • Gündüz, S., ve Odabası, F. (2004). Bilgi Çağında Ögretmen Adaylarının Eğitiminde Ögretim Teknolojileri ve Materyal Geliştirme Dersinin Önemi. The Turkish Online Journal of Educational Technology, 3(1), 43-48.
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  • Heeg, D., & Avraamidou, L. (2021). Life-Experiences of Female Students in Physics: The Outsiders Within. Eurasia Journal of Mathematics, Science and Technology Education, 17(7). 1-12.
  • Hofer, M., & Grandgenett, N. (2012). TPACK Development in Teacher Education: A Longitudinal Study of Preservice Teachers in A Secondary MA Ed. Program. Journal of Research on Technology in Education, 45(1), 83-106.
  • Hosseini, Z., & Kamal, A. (2013). A Survey on Pre-Service and In-Service Teachers’ Perceptions of Technological Pedagogical Content Knowledge (TPCK). Malaysian Online Journal of Educational Technology, 1(2), 1-7.
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  • Jang, s. J. & Tsai M. F. (2012). Exploring the TPACK of International Society for Technology in Education. Computers & Education, 59 (327). 327-338
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Öğretmen Adaylarının 21. Yüzyıl Becerileri ile Teknolojik Pedagojik Alan Bilgileri Arasındaki İlişki

Year 2023, Issue: Özel Sayı 1 (Cumhuriyetin 100. Yılına), 1026 - 1047, 27.10.2023

Şule Yılmaz Özden Emine Nur Ünveren Bilgiç

https://doi.org/10.51531/korkutataturkiyat.1360027

Abstract

21. yüzyıl becerileri yaşadığımız dijital çağda edinilmesi gereken kritik bir beceri setidir. 21. yüzyıl becerileri belirli bir konu bilgisinin çok ötesinde düşünmeyi, çalışmayı ve yaşamı etkileyen beceriler olarak karşımıza çıkmaktadır. Buradan yola çıkarak bu çalışma matematik öğretmeni adaylarının 21. yy. becerileri ile teknolojik pedagojik alan bilgileri arasındaki ilişkiyi incelemeyi amaçlamaktadır. Nicel bir yaklaşımla gerçekleştirilen araştırmada genel tarama modeli türlerinden biri olan ilişkisel tarama modeli kullanılmıştır. Veriler, “ Matematik için Teknolojik Pedagojik Alan Bilgisi Ölçeği (Tpab-Mat)” ve “Çok Boyutlu 21. Yüzyıl Becerileri Ölçeği” kullanılarak toplanmıştır. Verilerin analizinde t-testi, tek yönlü ANOVA ve Pearson Çarpım Momentleri Korelasyon katsayısı kullanılmıştır. Sonuçlar öğretmen adaylarının teknolojik pedagojik alan bilgileri (PB, TPB_Çevrimdışı, TPAB) ile 21. yy. becerileri (eleştirel düşünme ve problem çözme, sosyal sorumluluk ve liderlik, girişimcilik ve inovasyon) arasında pozitif ve orta düzeyde bir ilişki olduğunu göstermektedir. Ayrıca öğretmen adaylarının cinsiyet ve sınıf düzeylerinin 21. yy. becerileri (eleştirel düşünme ve problem çözme, sosyal sorumluluk ve liderlik, girişimcilik ve inovasyon) ve teknolojik pedagojik alan bilgileri (PB, TPB_Çevrimdışı, TPAB) ile ilişkisi olduğu belirlenmiştir.

Keywords

TPAB matematik eğitimi 21. yy. becerileri öğretmen adaylarının eğitimi.

Ethical Statement

Ölçekler kullanılmadan önce ölçekleri geliştiren araştırmacılardan izin alınmıştır. Etik işlemler tamamlanmış ve Düzce Üniversitesi Etik Kurulu'ndan (07.04.2022-155613) etik kurul onay belgesi alınmıştır. Veri toplama çevrimiçi olarak gerçekleştirilmiş ve katılımcılara e-posta yoluyla ulaşılmıştır.

References

  • Açıkgül, K., & Aslaner, R. (2015). Investigation Of TPACK Confidence Perception of Prospective Elementary Mathematics Teachers. Journal of Education Faculty, 17(1), 118-152.
  • Adalier, A. (2012). Turkish and English Language Teacher Candidates’ Perceived Computer Self-Efficacy And Attitudes Toward Computer. The Turkish Online Journal of Educational Technology, 11(1), 192–201.
  • Akkoç, H. (2011). Investigating the Development of Prospective Mathematics Teachers’ Technological Pedagogical Content Knowledge. Research in Mathematics Education, 13(1), 75-76.
  • Alan, s. (2019). Comparative Investigation of Entrepreneurship and Innovation Perceptions of Preservice Teachers. International Journal of Education in Mathematics, Science and Technology, 7(4), 311-318.
  • Altun, T. (2013). Examinatıon of Classroom Teachers’ Technological, Pedagogical And Content Knowledge on the Basis of Different Variables. Croatian Journal of Education: Hrvatski Časopis za Odgoj i Obrazovanje, 15(2), 365-397.
  • Ananiadou, K., & Claro, M. (2009). 21st Century Skills and Competences for New Millennium Learners in OECD Countries. OECD Education Working Papers, no. 41. OECD Publishing, Paris. https://doi.org/10.1787/218525261154 [Erişim tarihi: 20 Haziran 2022].
  • Arı, R. (1989). Üniversite Öğrencilerinin Baskın Ben Durumları ile Bazı Özlük Niteliklerinin Ben Durumlarına, Atılganlık ve Uyum Düzeylerine Etkisi. Doktora Tezi. Ankara: Hacettepe Üniversitesi.
  • Awofala, A., Olabiyi, O., Okunuga, R., Ojo, O., Awofala, A., & Lawani, A. (2020). Investigating Digital Distraction among Pre-Service Science, Technology, and Mathematics Teachers in Nigeria. Digital Education Review, (37), 32-48.
  • Bakar, N. s. A., Maat, s. M., & Rosli, R. (2020). Mathematics Teacher’s Self-Efficacy of Technology Integration and Technological Pedagogical Content Knowledge. Journal on Mathematics Education, 11(2), 259-276.
  • Bernard, H. R. (2013). Social research methods: Qualitative and quantitative approaches. Sage.
  • Bhagat, K. K., & Chang, C. Y. (2018). A Cross-Cultural Comparison on Students’ Perceptions Towards Online Learning. Eurasia Journal of Mathematics, Science and Technology Education. 14(3), 987–995.
  • Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., & Rumble, M. (2010). Draft White Paper 1: Defining 21st Century Skills. Available online also at: https://oei.org.ar/ibertic/evaluacion/sites/default/files/biblioteca/24_defining-21st-century-skills. pdf. [Erişim tarihi: 22 June 2022].
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  • Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2010). Facilitating Preservice Teachers’ Development of Technological, Pedagogical, And Content Knowledge (TPACK). Journal of Educational Technology & Society, 13(4), 63-73.
  • Cevik, M. (2019). Multidimensional 21st Century Skills Scale: Validity and Reliability Study. Cypriot Journal of Educational Sciences, 14(1), 11-28.
  • Chusni, M. M., Saputro, S., & Rahardjo, s. B. (2022). Enhancing Critical Thinking Skills of Junior High School Students through Discovery-Based Multiple Representations Learning Model. International Journal of Instruction, 15(1), 927-945.
  • Culp, K. M., Honey, M., & Mandinach, E. (2005). A Retrospective on Twenty Years of Education Technology Policy. Journal of Educational Computing Research, 32(3), 279-307.
  • Daher, W., Alfahel, E., & Anabousy, A. (2021). Moderating The Relationship Between Student’s Gender and Science Motivation. Eurasia Journal of Mathematics, Science and Technology Education, 17(5). 1-16.
  • Dede, C. (2010). Technological Supports For Acquiring 21st Century Skills. International encyclopedia of education, 3, 158-166.
  • Durdu, L., & Dag, F. (2017). Pre-Service Teachers’ TPACK Development and Conceptions through a TPACK-Based Course. Australian Journal of Teacher Education (Online), 42(11), 150-171.
  • Erdogan, A., & Sahin, I. (2010). Relationship between Math Teacher Candidates’ Technological Pedagogical and Content Knowledge (TPACK) and Achievement Levels. Procedia-Social and Behavioral Sciences, 2(2), 2707-2711.
  • Flick, L., & Bell, R. (2000). Preparing Tomorrow’s Science Teachers to Use Technology: Guidelines for Science Educators. Contemporary Issues in Technology and Teacher Education, 1(1), 39-60.
  • Gedro, J., Allain, N. M., De-Souza, D., Dodson, L., & Mawn, M. V. (2020). Flattening The Learning Curve of Leadership Development: Reflections of Five Women Higher Education Leaders during The Coronavirus Pandemic of 2020. Human Resource Development International, 23(4), 395-405.
  • González-Pérez, L. I., & Ramírez-Montoya, M. s. (2022). Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review. Sustainability, 14(3), 1493.
  • Gulacar, O., Milkey, A., & McLane, s. (2019). Exploring The Effect of Prior Knowledge and Gender on Undergraduate Students’ Knowledge Structures in Chemistry. Eurasia Journal of Mathematics, Science and Technology Education, 15(8). 1-16.
  • Gündüz, S., ve Odabası, F. (2004). Bilgi Çağında Ögretmen Adaylarının Eğitiminde Ögretim Teknolojileri ve Materyal Geliştirme Dersinin Önemi. The Turkish Online Journal of Educational Technology, 3(1), 43-48.
  • Griffin, P., Care, E., & McGaw, B. (2012). The Changing Role of Education and Schools. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and Teaching of 21st Century Skills (pp. 1-15). Dordrecht, Germany: Springer Science+Business Media B.V.
  • Heeg, D., & Avraamidou, L. (2021). Life-Experiences of Female Students in Physics: The Outsiders Within. Eurasia Journal of Mathematics, Science and Technology Education, 17(7). 1-12.
  • Hofer, M., & Grandgenett, N. (2012). TPACK Development in Teacher Education: A Longitudinal Study of Preservice Teachers in A Secondary MA Ed. Program. Journal of Research on Technology in Education, 45(1), 83-106.
  • Hosseini, Z., & Kamal, A. (2013). A Survey on Pre-Service and In-Service Teachers’ Perceptions of Technological Pedagogical Content Knowledge (TPCK). Malaysian Online Journal of Educational Technology, 1(2), 1-7.
  • Ikonen, K., Leinonen, R., Hirvonen, P. E., & Asikainen, M. (2019). Finnish Ninth Graders’ Gender Appropriateness of Occupations. Eurasia Journal of Mathematics, Science and Technology Education, 15(12). 1-13.
  • Jang, s. J. & Tsai M. F. (2012). Exploring the TPACK of International Society for Technology in Education. Computers & Education, 59 (327). 327-338
  • Jang, s. J., & Tsai, M. F. (2013). Exploring The TPACK of Taiwanese Secondary School Science Teachers Using a New Contextualized TPACK Model. Australasian Journal Of Educational Technology, 29(4), 566-580.
  • Kay, R. H. (2006). Evaluating Strategies Used to Incorporate Technology into Preservice Education: A Review of The Literature. Journal of Research on Technology in Education, 38(4), 383-408.
  • Keser, H., Gizem, F., Yılmaz, K., ve Yılmaz, R. (2015). TPACK Competencies and Technology Integration Self-Efficacy. Elementary Education Online, 14(4), 1193–1207.
  • Keser, H., Yılmaz, F. G. K., & Yılmaz, R. (2015). TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers. İlköğretim Online, 14(4), 1193-1207.
  • King, P. M., Wood, P. K., & Mines, R. A. (1990). Critical Thinking among College and Graduate Students. The Review of Higher Education, 13(2), 167-186.
  • Koh, J. H. L. & Sing, C. C. (2011, December 4-7). Modeling Preservice Teacher’s Technological Pedagogical Content Knowledge (TPACK) Perceptions: The İnfluence of Demographic Factors and Tpack Constructs. Changing Demands, Changing Directions. Tasmania, Australia, 736-746.
  • Kopcha, T. J., Neumann, K. L., Ottenbreit-Leftwich, A., & Pitman, E. (2020). Process over Product: The Next Evolution of Our Quest for Technology Integration. Educational Technology Research and Development, 68, 729-749.
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Details

Primary Language Turkish
Subjects Instructional Technologies, Other Fields of Education (Other)
Journal Section Araştırma Makaleleri
Authors

Şule Yılmaz Özden 0000-0003-0725-7338

Emine Nur Ünveren Bilgiç 0000-0001-9684-4192

Publication Date October 27, 2023
Submission Date September 14, 2023
Published in Issue Year 2023 Issue: Özel Sayı 1 (Cumhuriyetin 100. Yılına)

Cite

APA Yılmaz Özden, Ş., & Ünveren Bilgiç, E. N. (2023). Öğretmen Adaylarının 21. Yüzyıl Becerileri ile Teknolojik Pedagojik Alan Bilgileri Arasındaki İlişki. Korkut Ata Türkiyat Araştırmaları Dergisi(Özel Sayı 1 (Cumhuriyetin 100. Yılına), 1026-1047. https://doi.org/10.51531/korkutataturkiyat.1360027
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