Examining the perceptions of English language teachers' competencies about technopedagogical knowledge in terms of some variables

The purpose of this study is to examine English language teachers' perceptions of competencies about technopedagogical knowledge in terms of some variables. The English language teachers in the study are working in different stages in Aksaray province. The data of the study designed in descriptive survey model were gathered by ''A technological pedagogical content knowledge scale''. The population of the study is composed of English language teachers working in Aksaray province in 2015-2016 academic year. The study sample included 119 teachers who were selected through stratified sampling and random selection. Descriptive statistics, exploratory factor analysis and analysis of variance were applied for the analysis of the data. The study results revealed that English language teachers in the study had high level perceptions of competencies about technopedagogical knowledge. The perceptions of the technopedagogical competencies' sub-dimensions are preparedness for teaching, problem solving, practice, being a model, assessment and evaluation and ethics. A comparison among the sub-dimensions of the techno-pedagogical competencies indicated that the dimension the English language teachers believed they were the most qualified in ethical dimension; however, their perceptions of competencies about solving technology-based problems were relatively lower. The needs of improving English language teachers' skills and knowledge of integrating technology to the pedagogy in practice was defined in the study. English language teachers' perceptions of competencies about technopedagogical knowledge is examined in terms of gender, marital status, age, school level, educational stages, school area, school size, total work experience, experience in the school features in this study. English language teachers' perceptions of competencies about technopedagogical knowledge showed significant differences in terms of gender, age and experience in the school. As a result of the study, it is suggested that planning and carrying out activities, lessons and seminars in order to improve English language teachers' technological knowledge and using technology for pedagogy. Keywords: 1. Technology 2. Pedagogy 3. Technopedagogy 4. The perceptions of competencies 5. English language teacher