Examination of preschool teachers epistemological beliefs and technological competencies

The aim of this study is to decipher the relationship between epistemological beliefs and technological competencies of preschool teachers. In addition, answers are sought to the questions about whether the epistemological beliefs and technological competencies of preschool teachers have changed depending on gender, professional seniority, educational status and perceptions of information technology competence are also sought. about whether the epistemological beliefs and technological competencies of preschool teachers change according to gender, professional seniority, educational status and information technology proficiency perceptions. The relational screening model was used to decipher the relationship between the epistemological beliefs and technological competencies of preschool teachers. The universe of research is pre-school teachers who work in public schools in Turkey. The sample of the study, March 2021 - September 2021 between Turkey's different provinces 693 pre-school teachers who continue to serve in constitutes . In this study , "personal information form" prepared by the researcher to determine the demographic characteristics of teachers, "Epistemological Belief Scale (EiO)" to determine epistemological beliefs, and "Technology Self-efficacy Scale in Education" to determine the technological competencies were used as data collection tools. The data obtained within the scope of the research were analyzed in the SPSS 22 program. The data obtained in the research were evaluated with descriptive analysis and the frequencies and percentages obtained were presented in the tables. It was determined that the data showed normal distribution. Therefore, t-test was used for pairwise comparisons and one-way analysis of variance (ANOVA) was used for multiple comparisons. Pearson Correlation Analysis was used to determine the relationship between teachers' epistemological beliefs and their technological competencies. In the relationship between the sub-dimensions of the "Epistemological Belief Scale" and the "Technology Use in Education Self-Efficacy Scale", there is a positive and significant relationship between the "ETKÖÖ Basic Skills" sub-dimension and all the "EİÖ" sub-dimensions. There is a high correlation between "Basic Talents" and the sub-dimension of "Belief That Learning Relies on Effort", and a weak relationship between "Basic Talents" and the sub-dimensions of "Belief that Learning Depends on Talent" and "Belief That There is One Truth". There is a positive and significant relationship between the sub-dimension of "ETKÖÖ Anxiety" and the sub-dimensions of "Belief That Learning Depends on Talent" and "Belief That There is One Truth".