Investigation of religious culture and ethics teachers' technological pedagogical field knowledge competencies in accordance with various variables

The main aim of this research is to determine the technological pedagogical field competencies (TPACK) of religious culture and ethics teachers and to detect whether these competencies have changed in various variables (gender, seniority, etc). Within the scope of quantitative research, the participants of the survey that used general scanning model were formed by 212 religious culture and ethics teachers who served in primary schools, secondary schools and high schools in Kastamonu and its districts. Technological pedagogical content knowledge(TPACK) competencies scale whose validity and reliability studies have been carried out, were used as a measuring tools. TPACK scale consisted of 37 items and 7 sub-dimensions which weretechnological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK),technological pedagogical knowledge (TPK), technological content knowledge (TCK), pedagogical content knowledge (PCK), technological pedagogical content knowledge (TPCK).SPSS 24.0 package program was used for the analysis of the research data. While analyzing the data,pearson correlation, arithmetic mean, frequency, percentage calculations were used. Kolmogorov-Smirnov (K-S), Mann-Whitney U and Kruskal –Wallis tests also were applied. It has been determined thataccording to the findings obtainedtechnological pedagogical content knowledge (TPCK) competencies of religious culture and ethics teachersare generally high. Additionally, considering the TPCK competencies and sub-dimensions (TK, PK, CK, TPK, TCK, TPCK)it has been concluded that there is no meaningful differentiation between religious culture and ethics teachers in terms of gender, year of service, and graduation status variables. In addition to that, it has been concluded that there is a positivelysignificant differentiation in favor of the teachers with 6-10 years of servicein terms of service time variable; theteachers who had master's and doctoral degreesin terms of the education level variable; theteachers who got an education in terms of whether they got technological education at in-service training; the teachers who served at the imam hatip secondary school.