The analysis of the relationship between epistemological beliefs and TPACK education competence among pre-service teachers

Authors

  • Erkan Efilti Necmettin Erbakan University
  • Ahmet Naci Coklar Necmettin Erbakan University

Keywords:

Epistemological Belief, TPACK, Pre-service Teachers, Teacher Competencies.

Abstract

The purpose of the present research is defining TPACK education competence and epistemological beliefs of pre-service teachers, and presenting the relationship between TPACK education competence and epistemological belief. In accordance with this purpose, TPACK education competence scale and Epistemological Beliefs Questionnaire were conducted on 342 (222 female-65%, 120 male-35%) pre-service teachers studying senior year at Necmettin Erbakan University, Faculty of Education in 2012-2013 academic-year. According to the findings obtained from the present designed in quantitative method, pre-service teachers’ epistemological belief scores are ranked as learning process-casting doubt on authority/expert knowledge, learning effort, innate/fixed ability, and certainty of knowledge. As for TPACK education competencies, pre-service teachers perceive themselves as advanced level. Another finding is that, gender is not an effective variable in terms of epistemological beliefs and TPACK education competencies among pre-service teachers. For the correlations between TPACK education competencies and epistemological beliefs among pre-service teachers, only learning process and doubt on expert knowledge factors are positively correlated with TPACK competencies at medium level. From this perspective, it can be claimed that TPACK education competencies are higher among pre-service teachers who tend to believe that acquiring knowledge process is important in learning.

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Author Biographies

Erkan Efilti, Necmettin Erbakan University

Assist. Prof. Dr., Necmettin Erbakan University, Ahmet Keleşoglu Education Faculty, Department of Special Education

Ahmet Naci Coklar, Necmettin Erbakan University

Assoc. Prof. Dr., Necmettin Erbakan University, Ahmet Keleşoglu Education Faculty, Department of Computer Education and Instructional Technologies

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Published

2016-07-15

How to Cite

Efilti, E., & Coklar, A. N. (2016). The analysis of the relationship between epistemological beliefs and TPACK education competence among pre-service teachers. Journal of Human Sciences, 13(2), 2960–2971. Retrieved from https://j-humansciences.com/ojs/index.php/IJHS/article/view/3593

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Section

Education