An examination of instructional technologies in pre-service Turkish teachers' self-perceived teaching image

The purpose of this study is to identify the teaching technologies that pre-service Turkish teachers perceive in their self-image as teachers, in the learning environment, and in the teaching process. To this end, the study attempted to reveal the teaching technologies present in the minds of Turkish teacher candidates using the drawing method. The research was conducted using the descriptive survey model, one of the qualitative research methods, and the convenient sampling method, one of the non-random sampling methods, was used to determine the research participants. The research was conducted with a total of 387 pre-service Turkish language teachers studying in the Turkish Language Teaching programmes at the faculties of education of Artvin Çoruh University, Düzce University and Sivas Cumhuriyet University. The pre-service Turkish teachers participating in the study were given a drawing test and asked to draw their image of teaching and then explain their drawings in writing. The data collected in the study were subjected to descriptive analysis to determine what teaching technologies were included in the pre-service Turkish teachers' images of teaching and how they changed across grade levels. The research findings revealed that the type of teaching technology most frequently mentioned (84.24%) by Turkish teacher candidates in their self-perceived teaching image was visual teaching tools and equipment, regardless of grade level. When examining the change in teaching technologies according to grade level within the scope of the research, it was determined that visual teaching tools and equipment were most frequently used in all grade levels (1st grade 95.24%, 2nd grade 79.38%, 3rd grade 82.52%, and 4th grade 79.38%). The findings also indicate that there is no difference in the types of instructional technologies included in the pre-service teachers' images of teaching as the grade level changes. Based on the research results, it is recommended that the cognitive and affective competencies of Turkish pre-service teachers regarding technology use be increased, the application dimension of instructional technology courses be strengthened, and pre-service teachers be provided with experience with different types of technology.