The relationship between the technological pedagogical field knowledge of vocational professionality of class teachers

The general purpose of this research is to reveal the relationship between Class Teachers' Technological Pedagogical Content Knowledge and Vocational Professionalism. The universe of the research consists of class teachers working in Adana city center and primary schools in Karataş district during the academic year 2018-2019, and the sample consists of 257 class teachers working in official primary schools in four central districts of Adana Province and Karataş district. This study is a descriptive study using the screening model. As data collection tools of the research "Technological Pedagogical Content Knowledge" developed by Schmidt, Baran, Thompson, Mishra, Koehler ve Shin (2009) and its adaptation into Turkish and also its validity and reliability done by Öztürk and Horzum (2011) and Scale "Professional professionalism scale of teachers" developed by Yılmaz and Altınkurt (2014) were used. The data obtained were analyzed by entering the SPSS 22 program. The relationship between the dependent variable of the research, "Professional Professionalism of Teachers" and the independent variable "Technological Pedagogical Content Knowledge" and demographic variables were examined by the test, one-way analysis of variance and correlation method. As a result of the study, it has been concluded that there is a moderate positive relationship between Technological Pedagogical Content Knowledge and Vocational Professionalism. In addition, it has been concluded that the Pedagogical Knowledge sub-dimension has the highest average in the Technological Pedagogical Content information sub-dimensions and the Technology Info sub-dimension has the lowest average. It has been concluded that the highest mean average emotional labor sub-dimension and the lowest mean personal development sub-dimension were the teachers' Professional Professional sub-dimensions. As a result of the examination of the relationships between the Technological Pedagogical Content Knowledge sub-dimensions and demographic variables, there is no significant difference in the level of education, service duration and technology accessibility levels of the class teachers, but in the age range of 41 and over in the sub-dimension, in favor of male teachers in four sub-dimensions, by age range. It has been concluded that there is a significant difference in favor of those who gave adequate answers in five sub-dimensions according to their level of use in technology and in favor of those who answered yes in all sub-dimensions according to their participation in in-service training or not. Keywords: Technological pedagogical content knowledge, vocational professionalism, class teachers