Examination of proficiency of technological pedagogical knowledge of mathematics teachers in secondary schools included in the fatih project: A case study of Kastamonu province

The main purpose of this research is to determine the level of technological pedagogical content knowledge (TPACK) qualifications of mathematics teachers working in secondary schools in the FATİH Project in terms of their pedagogical characteristics and the ability to use appropriate technology and teaching methods and techniques for the topics taught in their professional lives. The participants of this research using the general screening model and the relational screening approach constituted 165 math teachers working in Kastamonu provinces and districts and applying the FATİH Project in secondary schools. The TPACK-Deep scale was used for the validity-reliability studies. TPACK-Deep scale consists of 33 items and 4 sub factors. These sub-factors are specialization, ethics, design and implementation. SPSS 23.0 package program was used for the quantitative analysis of the study. Pearson correlation, arithmetic mean, frequency, percentage calculations were used when analyzing the data. One-way variance analysis (ANOVA) for independent groups and t-test for independent samples were conducted to test the sub-problems of the study. The LSD follow-up test was used to determine in which groups the significant difference in one-way analysis of variance (ANOVA) was favored. According to the findings, it was determined that the competences of Technological Pedagogical Content Knowledge (TPACK) of mathematics teachers were generally high. In addition, TPACK competencies and sub-factors (design, ethics, practice, specialization) did not differ significantly according to gender, the level of education most recently graduated, the level of pre-service and in-service training of mathematics teachers; Service life and whether it is their own computer or not. Key Words: FATİH Project, Technological Pedagogical Content Knowledge (TPACK), mathematics teachers, Technopedagogical Knowledge