Akademik Veri Yönetim Sistemi
Tezin Türü: Doktora
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü, Türkiye
Tezin Onay Tarihi: 2015
Tezin Dili: İngilizce
Öğrenci: Derya Başer
Danışman: KÜRŞAT ÇAĞILTAY
Özet:The purpose of this study is to develop and evaluate a technological pedagogical content knowledge (TPACK) assessment tool for preservice teachers learning to teach English as a foreign language (EFL). The assessment tool, called TPACK-EFL survey, was developed and evaluated through tool development research by using mixed methods approach. Survey items were generated by using qualitative data. Content validity of the survey was maintained through expert reviews and a cognitive interview. Then, construct validity of the TPACK-EFL survey was evaluated through two rounds of validation. The survey was, first, administered to 174 preservice EFL teachers and then, 204 preservice EFL teachers. Both rounds of data were analyzed by using exploratory factor analysis (EFA). In the first round, five-factor structure was found. The survey was revised for the second round of validation. EFA results of the second round indicated seven-factor structure whose factors were named as TK, CK, PK, PCK, TCK, TPK, and TPACK. After evaluating the construct validity of the TPACK-EFL survey, the researcher used triangulation design to provide evidences for convergent validity of the survey. 88 preservice EFL teachers completed the survey for quantitative part of the triangulation design. Then, 12 of the 88 preservice EFL teachers were interviewed to corroborate descriptive survey results. The results of the corroboration showed that only three cases were misaligned for TCK and TPK items. As a conclusion, the final TPACK-EFL survey including 39 items was provided with strong evidences for its validation; however, three misaligned cases indicated that TCK and TPK items of the survey needs to be further developed.