Abstract
AN INVESTIGATION OF TURKISH AS A FOREIGN LANGUAGE TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE IN TERMS OF SEVERAL VARIABLES
Teachers’ knowledge and skills about where, when, how much and how to use technology in education will directly affect the learning process of “Generation Z” learners. Therefore, in parallel with the digital and technological developments, teacher-training programs should be updated in a way that correspond to the requirements of the digital era. It is among the basic requirements of modern education that pre-service teachers should graduate with sufficient technological knowledge and skills and reflect their knowledge about technology to their teaching activities. In this context, the number of the studies that investigate the Technological Pedagogical Content Knowledge of in-service and pre-service teachers is increasing both in Turkey and abroad.
In this study, technological pedagogical content knowledge of Turkish language teachers were examined in terms of age, gender, level of education, teaching level, department and professional experience. The study was carried out with the participation of 277 Turkish language teachers from different institutions and the results showed that teachers’ technological pedagogical content knowledge self-efficacy levels were high. In terms of age, department and professional experience variables, no significant differences were found between the groups; however, it was found that teachers’ technological pedagogical content knowledge differ in sub-dimensions in terms of gender, level of education and teaching level.
Keywords
Technological pedagogical and content knowledge, teaching Turkish as a foreign language.