Türkiyedeki İngilizce öğretmenlerinin öğretmen özerkliği ile teknolojik pedagojik alan bilgileri arasındaki ilişkinin incelenmesi

Technology integration in education has become an important necessity for teachers and learners of the 21st century rather than being an alternative. As being the decision makers and designers of teaching procedures, teachers have an important role in technology integration into classroom practices. Therefore, the purpose of this study was to analyze the correlation between teacher autonomy and technological pedagogical content knowledge (TPACK) of the in-service teachers of English in Turkish context. Mixed methods research design was employed in this study. Two different forms called the Technological Pedagogical Content Knowledge (TPACK) Questionnaire and the Teacher Autonomy Scale were used as quantitative data tools. As a qualitative data tool, semi-structured interviews with ten volunteer EFL teacher who had the highest points in both questionnaires were conducted. A total of 221 EFL teachers teaching at different grades participated in this study. According to the findings, a statistically significant correlation between teacher autonomy and technological pedagogical content knowledge of the inservice teachers was found in Turkish context. The correlation between the sub-scales of both two questionnaires was statistically strong too. Moreover, both teacher autonomy scores and TPACK scores differed according to gender and teaching grade. According to the results in terms of teaching grades, high school teachers were more autonomous than secondary and primary school teachers. And also, male teachers 0-10 year experienced have the highest score in terms of TPACK. However, the analysis results showed that TPACK level differences between genders, years of teaching experience and teaching grades were statistically insignificant. In qualitative part, thematic analysis was employed. Both qualitative and quantitative results showed that teachers consider their autonomy and technological pedagogical content knowledge significantly related with each other under four main themes. Keywords: Technological Pedagogical Content Knowledge, Teacher Autonomy, EFL teachers.