Analyzing pre-service teachers' technological pedagogicalcontent knowledge (TPCK) levels in terms of learningstrategies and thinking styles

This study aims to reveal the relationship between pre-service teachers' technological pedagogical content knowledge (TPCK) levels and learning strategies and thinking styles based on demographic variables. Relational survey model, one of the quantitative research methods, was employed in the study. The sample of the study was selected via convenience sampling method, which is one of the purposive sampling methods. The sample of the study consists of 291 pre-service teachers studying at Amasya University Education Faculty. 170 of the participating pre-service teachers (58.4%) are males while 121 (41.6%) are females. Data collection tool for demographic data is "Personal Details Form" whereas data collection tool for technological pedagogical content knowledge level is "Technological Pedagogical Content Knowledge Scale". To measure learning strategy levels, "Learning Strategies Scale" was employed, and "Thinking Styles Scale" was used to measure thinking style levels. SPSS 20 program was used for data analysis. To analyze the data, descriptive statistics analysis, independent samples t-test, ANOVA test, Tukey'stest, and Games-Howell test were used. Also, Pearson'scorrelation coefficient analysis was performed to reveal the nature of relationship between the two scales. At the end of the study, no relationship was detected between the pre-service teachers' technological pedagogical content knowledge level and learning strategies. However, a positive and significant relationship was detected between the pre-service teachers' technological pedagogical content knowledge and thinking styles. Some recommendations are provided at the end of the study.