Self-efficacy of perspective pre-school teachers' in content of technological pedagogical content knowledge (Sakarya University sample)

This research is conducted with the aim of analysing the self-efficacy of perspective pre-school teachers who study in Sakarya University, Faculty of Education in the field of technological pedagogy. The population of the research is comprised of perspective pre-school teachers who study at Faculties of Education, and the sample is comprised of 326 (303 female, 23 male) perspective pre-school teachers who study in Hendek, Faculty of Education. In the research, the literature related to the topic which is investigated through scanning model was reviewed and data was collected by means of 'Technological Pegagogy Field Information', which was developed by Schmidt, D.A., Baran, E., Thompson, A.D., Mishra, P., Koehler, M.J. ve Shin, T.S., (2009) and adopted into Turkish by Horzum, Akgün and Öztürk (2014) and the validity and reliablity of which were measured, and "Teacher Self-efficacy Scale", which was developed by Tschannen-Moran and Hoy (2001) and adapted into Turkish by Çapa, Çakıroğlu and Sarıkaya (2005). Teacher Self-efficacy Scale is composed of 3 sub-dimensions and 24 items while Technological Pedagogy Field Information is made up of 7 sub-dimensions. IBM SPSS Statistics Package Programme Version 20.0 was used in the analysis of the data. Kolmogorov-Smirnow test was applied with a view to examining whether the data showed normal distribution, and since it was ascertained that the data had not shown a normal distribution, non-paramethrical tests were applied. The data was analysed through percentage, frequency, arithmetic mean, standard deviation, Mann-Whitney, Kruskal-Wallis test and correlation analysis, depending on the sub-problems. The significance level was accepted as. 05 in examining the significance of the discrepancies. The data analyses have illustrated that the self-efficacy perceptions of perspective pre-school teachers towards the technological pedagogy content knowledge were higher than the average. Moreover, it has been discovered that the extent of "content knowledge" was of the highest score and that "technology knowledge" was of the lowest score. It has been attained that the level of the self-efficacy perceptions of perspective teachers on "students' participation", "teaching strategies" and "classroom management" was in the adequate level. Keywords: Technological Pedagogic Content Knowledge (TPCK), Self-efficacy, Technology Integration, Pre-school