期刊名称：International Journal of Educational Technology
印刷版ISSN：1327-7308
电子版ISSN：2476-0730
出版年度：2018
卷号：5
期号：2
页码：46-58
摘要：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.
其他摘要：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.
