An evaluation of technological pedagogical content knowledge (TPACK) of in-service teachers: A study in Turkish public schools

  • Gokhan Bas Nigde Omer Halisdemir University
  • Cihad Senturk Karamanoğlu Mehmetbey University

Abstract

In the current study, the technological pedagogical content knowledge (TPACK) perceptions of Turkish in-service teachers working in public schools were investigated. The survey method was employed to investigate the in-servive teachers’ perceptions of TPACK in terms of some demographic variables. The participants of the study consisted of volunteering in-service teachers (n = 200) from different public elementary and high schools. The results of the study indicated that the in-service teachers’ TPACK perceptions were affected by their gender, occupational experience, educational level, teaching level, and taking educational computer and Internet use seminar variables. The results also revealed that the in-service teachers’ perceptions of TPACK were at a moderate level. The results suggested that further efforts are required to develop the in-service teachers’ TPACK perceptions in order to integrate ICTs into teaching and learning process effectively in the classroom.

Published
2018-12-31
How to Cite
BAS, Gokhan; SENTURK, Cihad. An evaluation of technological pedagogical content knowledge (TPACK) of in-service teachers: A study in Turkish public schools. International Journal of Educational Technology, [S.l.], v. 5, n. 2, p. 46-58, dec. 2018. ISSN 2476-0730. Available at: <https://educationaltechnology.net/ijet/index.php/ijet/article/view/58>. Date accessed: 21 mar. 2019.
Section
Original Article