Comparison of technopedagocic educational sufficencies of teacher candidates who are educated at science in Türkiye, France and Switzerland by structural equation model

The effects of technology that rapidly increasing in all fields are clearly seen in education system. Countries provide great budget projects to integrating the technology to their education system. In order to achieve the purpose of these projects related to technological integration, determining and developing of technopedagocic educational sufficiency of teachers who are the implementing the curriculum, is coming into prominence. In this study technopedagocic educational sufficiencies of teacher candidates who are learning and will study as a science teacher in near future in Turkey, France and Switzerland is investigated by using Structural Equation Modeling. The study was carried out with the participation of 147 science student teachers at Dicle University Ziya Gökalp Education Faculty and Yüzüncü Yıl University Education Faculty in Turkey and 135 in Comte University in France and 133 in Fribourg University and Bienne University in Switzerland. In this study, technopedagogic education sufficiency scale that has validity and reliability was used. Data analysis was done using SPSS 20.0 and AMOS 16.0. package programs. To determine student teachers' technopedagogic education sufficiency and whether there are significant differences according to the country variable, frequency, One Way ANOVA and Scheffe test were used. And also for determining relations between variables Pearson Correlation was used. Structural Equation Modeling was developed to determine the science student teachers' demographic features, their science achievement, using of technology, and effect of the technological education on technopedagogic educational sufficiencies are tested for each country. Findings of research indicate that technopedagogic educational sufficiencies of the science student teacher studying in Turkey, France and Switzerland are at intermediate level. Comparing the findings according to country variable show that the level of technopedagogic educational sufficiencies of science student teachers in Turkey higher than France and Switzerland (P< .05). It is also determined that there is no meaningful difference among science student teachers in France and Switzerland. Created Structural Equation Model indicate that investigated variables have both direct and indirect effect on technopedagogic educational sufficiencies. It is determined that variables placed on the model have no meaningful effects as single on technopedagogic educational sufficiencies. By taking the results of the study in to consideration, It is observed that student teachers' individual technologic usage and their education directed to technology off teaching programs are not effective enough to achieve technopedagogic educational sufficiencies and it is suggested that curriculum of the universities should be include systematic and planned education which can be provided technological integration in the teaching process