Başaran, B. (2020). Investigating science and mathematics teacher candidate’s perceptions of TPACK-21 based on 21st century skills. Elementary Education Online, 19(4), 2212-2226. https://doi.org/10.17051/ilkonline.2020.763851

Abstract:

“Twenty-first  century  teachers  are  expected  to  have  the  ability  to  benefit  from  collaboration,  problem  solving,  creative  and  innovative  thinking,  information  and  communication  technology  (ICT)  applications. Teachers need to know various pedagogical approaches and appropriate ways to use ICT to   support   the   development   of   twenty-first   century   skills   of   their   students.   The   framework   of   technological  pedagogical  content  knowledge  (TPACK)  provides  a  theoretical  model  for  studying  the  way  teachers  use  ICT  in  education.  The  purpose  of  this  study  is  to  reveal  the  relationships  of  the  components that constitute the TPACK-21 scale. The data were collected from 254 teacher candidates at a state university in Turkey from the science and math departments in the academic year of 2017-2018. For this purpose, the relationships between the components/factors that constitute the TPACK-21 scale were  examined  with  a  model.  Relational  survey  model  was  used  in  the  research.  In  the  research,  the  scale  developed  by  Valtonen  et  al.  (2017)  determining  prospective  teachers’  21st  century  skills  of  TPACK-21 was used. 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 (TPK21) and Pedagogical Content Knowledge (PCK21) from external variables consisting of binary  knowledge  fields  of  the  research  are  seen  on  TPACK-21.  These  variables  explain  74%  of  the  change  in  TPACK-21.  TCK  is  the  variable  that  affects  TPACK-21  the  most.  Another  important  result  reached  in  this  study  is  that  teachers’  content  knowledge  (CK)  directly  and  positively  affect  TCK  and  PCK21  and  this  effect  is  greater  than  the  effect  of  technological  knowledge  (TK)  and  pedagogical  knowledge  (PK21).  When  the  results  of  this  research  are  evaluated,  a  gradual  model  including  CK  and  PCK21  can  be  proposed  instead  of  a  direct  technology-based  approach  to  professional  development  programs developed to increase 21st century competencies of teachers’ TPACK-21s.”