Preservice Teachers' Level of Web Pedagogical Content Knowledge: Assessment by Individual Innovativeness
Küçük Resim Yok
Tarih
2017
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Sage Publications Inc
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
Technological Pedagogical Content Knowledge, one of the frameworks proposed in order to popularize the use of technology in a classroom environment, has been customized and has taken the form of Web Pedagogical Content Knowledge. The Relational Screening Model was used in this study. It aims to determine whether a profile of preservice teachers based on their individual innovativeness can be used as a significant predictor in also categorizing them according to their knowledge of web technology, pedagogy, and content. A total of 170 preservice teachers studying at various departments of the Faculty of Education at a public university in Ankara, Turkey participated in the study. This study, in which Discriminant Analysis was used to determine whether this predictor is significant or not, found that teachers in the Early Majority category had high scores in terms of pedagogical web content and general web knowledge, and that individual innovativeness was effective in predicting the general web and communicative web categories to which they belonged. Certain conclusion can be made regarding Web Pedagogical Content Knowledge and future studies on this subject, based on results of the study.
Açıklama
Anahtar Kelimeler
Postsecondary Education, Improving Classroom Teaching, Pedagogical Issues, Interactive Learning Environments, Computer-Mediated Communication
Kaynak
Journal Of Educational Computing Research
WoS Q Değeri
Q3
Scopus Q Değeri
Q1
Cilt
55
Sayı
1
