Karatas, F. I, & Tutak, F. A. (2017). An examination of in-service secondary mathematics teachers’ technological pedagogical content knowledge and their technology integration self-efficacy. Mustafa Kemal University Journal of Graduate School of Social Sciences, 14(37), 180-198. Retrieved from http://sbed.mku.edu.tr/article/view/5000197505 

Abstract:

“The aim of this study was to identify perceived technological pedagogical content knowledge (TPACK) and technology integration self-efficacy (TISE) of secondary mathematics teachers in Fatih Project Schools. Moreover, gender, age, years of experience and taking inservice training diversities related to TPACK and TISE were examined. The research conducted with 138 secondary mathematics teachers from 28 different FATIH project schools in six districts of Istanbul. Quantitative research method was used in this study. Turkish translated versions of TPACK-M and TISE scales were used to collect data. The results indicated that secondary mathematics teachers’ perception of TPACK and their TISE are moderate level. According to demographic results, there was no significant difference in TPACK perception of male and female mathematics teachers while there was significant difference in TISE of mathematics teachers in favor of males. Also, small negative correlation was found between age and mathematics teachers’ TPACK perception though strong negative correlation was found between age and mathematics teachers’ TISE. Furthermore, there was no significant difference in TPACK perception and teaching experience of secondary mathematics teachers. However, there was significant difference in TISE and teaching experience of secondary mathematics teachers. More experienced mathematics teachers recorded lowest mean score for TISE.”