Examination of primary school teachers' levels of technological pedagogical knowledge (TPAB) in terms of lifelong learning, self-efficacy levels and in-service training needs: Muş / Bulanık example

The aim of this study is to examine the technological pedagogical content knowledge together with self-efficacy, life-long learning tendency, in-service training needs and attitudes towards technology factors which are thought to be important to teachers', work in Muş Bulanık, professional success. It is also to reveal other variables to which these factors are influenced. The research is a study conducted in the relational model. The universe of the research consists of all the teachers working in primary schools in the province of Muş, Bulanık. Because there is no difficulty in reaching the universe in the survey, the universe without sampling method was accepted as a self-sampling universe. 357 primary school teachers, 166 males and 191 females, participated in the research. The data is collected with the help of the scale "Teacher Self-efficacy Scale" developed by Çapa, Çakıroğlu ve Sarıkaya (2005), "The Scale for Determining In-service Training Needs of Primary School Teachers" developed by Gökmenoğlu (2013), "The Lifelong Learning Trends Scale" developed by Coşkun (2009) , "Technological Pedagogical Content Information Scale" adapted to Turkish by Öztürk and Horzum (2011) developed by Baran, Thompson, Mishra, Koehler and Shin (2009), "Technological Pedagogical Content Knowledge Scale" developed by Yavuz (2005) Information Form ". The data were analyzed using data analysis program. In data analysis, t test and Pearson Correlation analyzes were used in addition to calculations such as frequency, arithmetic mean, standard deviation. According to the results of the research, teachers' knowledge of technological pedagogical field is high. Also, while technological pedagogical knowledge of teachers does not show any significant difference according to sex, there is a significant difference according to seniority year and the working place. According to the results of the research, the self-efficacy levels of the teachers were determined as medium level. While the self-efficacy levels did not differ significantly according to sex and seniority year, there was a significant difference in favor of elementary school teachers and in favor of village teachers according to place of employment. Another consequence of the study is that teachers' lifelong learning trends are high. The lifelong learning tendency of teachers does not show a significant difference compared to the occupied settlements but shows a significant difference in favor of women, in favor of branch teachers and in favor of 6 years or more seniority year. Another result obtained from the research is that teachers show moderate in-service training needs. While the in-service training needs of the teachers do not show any significant difference according to sex and seniority year, they show a significant difference in favor of the teachers working in the central schools according to the occupied settlement. In addition, teachers' attitudes towards technology are high. Teachers' attitudes toward technology do not differ significantly according to sex, seniority year and occupied settlement. As a result of the research, it was found that there was a positive moderate correlation between teachers' TPAB levels and self-efficacy, a low level of positive correlation between TPAB levels and lifelong learning trends and a low level of negative correlation between TPAB levels and in-service training and there was a positive correlation between TPAB levels and attitudes towards technology. Keywords: Technological Pedagogical Content Knowledge, Lifelong Learning, In-Service Training Needs, Technological Attitude, Self-Efficacy.