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Beden Eğitimi ve Spor Öğretmenlerinin Teknopedagojik Eğitim Yeterlikleri İle Öz Yeterlikleri Arasındaki İlişki

Year 2022, Volume: 5 Issue: Özel Sayı 1 - 6. Akademik Spor Araştırmaları Kongresi Özel Sayısı, 603 - 613, 19.12.2022

Anıl Türkeli

https://doi.org/10.38021/asbid.1198977

Abstract

Bu araştırmada beden eğitimi ve spor öğretmenlerinin öz yeterlikleri ile teknopedagojik yeterlikleri arasındaki ilişkinin belirlenmesi amaçlanmıştır. Araştırmanın çalışma grubunu, Milli Eğitim’e bağlı 49’u ortaokul ve 57’si lise düzeyinde görev yapmakta olan 37’si kadın, 69’u ise erkek olmak üzere toplamda 106 beden eğitimi ve spor öğretmeni oluşturmuştur. Öğretmenlerin yaş ortalaması 33,27 olup, hizmet yılı ortalaması 10,8 yıl olduğu görülmüştür. Verilerin toplanmasında Kabakçı Yurdakul Odabaşı, Kılıçer, Çoklar, Birinci ve Kurt (2012) tarafından geliştirilen “Teknopedagojik Eğitim Yeterlikleri (TPACK-deep) Ölçeği” ile Çapa, Çakıroğlu ve Sarıkaya tarafından geliştirilen “Öğretmen Özyeterlik Ölçeği” kullanılmıştır. Beden eğitimi ve spor öğretmenlerinin öz yeterlikleri ile teknopedagojik yeterlikleri arasındaki ilişkinin belirlenmesi amacıyla gerçekleştirilen bu araştırmada, ilişkisel tarama modelinden yararlanılmıştır. Çalışmada öğretmenlerin öz yeterlik ve teknopedagojik eğitim yeterlikleri arasındaki ilişkiler Pearson Momentler Çarpım Korelasyon ile incelenmiştir. Öğretmenlerin öz yeterlik düzeylerinin, teknopedagojik eğitim yeterlikleri üzerindeki etkisini incelemek için ise çoklu doğrusal regresyon analizi yapılmıştır. Yapılan analizler sonucunda, beden eğitimi ve spor öğretmenlerinin teknopedagojik yeterlikleri ile sınıf atmosferinde kullandıkları öğretim stratejileri arasında yüksek düzeyde ilişki olduğu belirlenmiştir.

Keywords

Beden Eğitimi ve Spor Öğretmeni Teknopegagojik Yeterlik Öz Yeterlik

References

  • Abbitt, J. T. (2011). An Investigation of the relationship between self efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers. Journal of Digital Learning in Teacher Education, 27(4), 134-143. https://doi.org/10.1080/21532974.2011.10784670.
  • Albayrak Sarı, A., Canbazoğlu Bilici, S., Baran, E. & Özbay, U. (2016). Investigating the relationship between teachers’ technological pedagogical content knowledge (TPACK) competencies and attitudes towards information and communication technologies. Eğitim Teknolojisi Kuram ve Uygulama, 6(1), 1-21. https://doi.org/10.17943/etku.11643.
  • Bakaç, E. & Özen, R. (2017). Examining preservice teachers’ material design self-efficacy beliefs based on their technological pedagogical content knowledge competencies. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 18(2), 613632. Retrieved from https://dergipark.org.tr/tr/pub/kefad/issue/59416/853301.
  • Bandura, A. (1977). Self-Efficacy: Toward a unifying theory of behavioural change. Psychological Review, 84, 191-215. https://doi.org/10.1037/0033-295X.84.2.191.
  • Cengiz, C. (2015) The development of TPACK, technology integrated self-efficacy and instructional technology outcome expectations of pre-service physical education teachers. Asia-Pacific Journal of Teacher Education, 43(5), 411- 422. https://doi.org/10.1080/1359866X.2014.932332.
  • Chai, C. S., Koh, J. H. L., Tsai, C. C. & Tan, L. L.W. (2011). Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers&Education, 57(1), 1184-1193. https://doi.org/10.1016/j.compedu.2011.01.007.
  • Çapa, Y., Çakıroğlu, J., & Sarıkaya, H. (2005). The development and validation of a Turkish version of teachers’ sense of efficacy scale. Education and Science, 30(137), 74-81.
  • Çam, E. & Saltan, F. (2019). The relationship between primary education teachers’ technological pedagogical content knowledge and lifelong learning tendency. Elementary Education Online, 18(3), 1195-1207. https://doi.org/10.17051/ilkonline.2019.611468
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Çok değişkenli istatistik SPSS ve LISREL uygulamaları (Birinci baskı). Ankara: Pegem Akademi.
  • Ertürk, S (1988). Türkiye'de eğitim felsefesi sorunu. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 3, 11-16. Retrieved from https://dergipark.org.tr/tr/pub/hunefd/issue/7834/103113.
  • İlkay, N. (2017). Self-efficacy of perspective pre-school teachers' in content of technological pedagogical content knowledge (Sakarya University sample). Master's Thesis. Sakarya University, Institute of Educational Sciences, Sakarya.
  • Kabakçı Yurdakul, I., Odabaşı, H. F., Kılıçer, K, Çoklar, A. N., Birinci, G. & Kurt, A. A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58(3), 964-977. https://doi.org/10.1016/j.compedu.2011.10.012.
  • Karalar, H. & Aslan Altan, B. (2016). Examining pre-service primary education teachers’ TPACK competencies and teacher selfefficacies. Cumhuriyet International Journal of Education-CIJE, 5(5), 15-30. https://doi.org/10.30703/cije.321422
  • Keser, H., Karaoğlan Yılmaz, F. G. & Yılmaz, R. (2015). TPACK Competencies and technology integration self- efficacy perceptions of pre-service teachers. Elementary Education Online, 14(4), 1193-1207. https://doi.org/10.17051/io.2015.65067
  • Karasar, N. (2005). Bilimsel araştırma yöntemi (17. Baskı). Ankara: Nobel Yayın Dağıtım.
  • Koehler, M. J. & Mishra, P. (2005). Teachers learning technology by design. Journal of Computing in Teacher Education, 21(3), 94–102. doi: 10.1.1.130.7937
  • Koehler, M. J. & Mishra, P. (2009). What is technological pedagogical content knowledge?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Retrieved from http://www.citejournal.org/vol9/iss1/general/article1.cfm.
  • Mishne, J. (2012). An investigation of the relationships between technology use and teachers’ selfefficacy, knowledge and experience. (Doctoral Dissertation, Pepperdine University). Retrieved from ProQuest Dissertations and Theses. (UMI No. 3503821)
  • Sağlam Kaya, Y. (2019). Investigation of preservice teachers’ technopedagogical teaching competencies and teacher’s self-efficacy in terms of various variables. Journal of Theoretical Educational Science, 12(1), 185-204. https://doi.org/10.30831/akukeg.420909.
  • Seymen, A. F. (2017). Associating the characteristics of Y and Z generation traits with ministry of national education 2014-2019 strategic program and TUBITAK vision 2023 predictions. Kent Akademisi Kent Kültürü ve Yönetimi Hakemli Elektronik Dergisi, 10(32), 467-489.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. doi: 10.3102/0013189X015002004
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1.
  • Turgut, T. (2017). Technological pedagogical content knowledge qualification social studies teachers Karabük province case. (Master's Thesis.). Karabük University, Social Sciences Institute, Karabük.
  • Ünal, E. & Teker, N. (2018). The Adaption of Technology Integration Self-Efficacy Scale into Turkish. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 6(6), 973-978. https://doi.org/10.18506/anemon.400497
  • Yıldız, H. (2017). Analysis of development of technological pedagogical content knowledge on geometry of mathematics teachers.(Doctoral dissertation). Karadeniz Teknik University, Institute of Educational Sciences, Trabzon.

The Relationship Between The Technopedagogical Competences and Self Efficacy of Physical Education and Sports Teachers

Year 2022, Volume: 5 Issue: Özel Sayı 1 - 6. Akademik Spor Araştırmaları Kongresi Özel Sayısı, 603 - 613, 19.12.2022

Anıl Türkeli

https://doi.org/10.38021/asbid.1198977

Abstract

In this research it is aimed to determine the relationship between the technopedagogical competences and self-efficacy of physical education and sports teachers. The study group of the research consists of 106 physical education and sports teachers, 37 female and 69 male, working in the schools affiliated to Turkish Ministry of National Education. In addition, the average age of the study group is 33.27, and the average year of service is 10.8 years. In the collection of data “The Technological Pedagogical Content Knowledge (TPACK-deep) Scale” which was developed by Kabakçı Yurdakul, Odabaşı, Kılıçer, Çoklar, Birinci and Kurt (2012) and “Turkish version Of The teachers’ Sense Of Efficacy Scale (TTSES)” which was developed by Çapa, Çakıroğlu and Sarıkaya have been used. In this research, which was carried out to determine the relationship between physical education and sports teachers' self-efficacy and technopedagogical competence, the relational screening model was used. In the study, the relationship between teachers' self-efficacy and technopedagogical education competencies have been examined with Pearson Moments Product Correlation. Multiple linear regression analysis has been conducted to examine the effect of teachers' self-efficacy levels on technopedagogical competencies. As a result of the analysis, it has been determined that there is a high level relationship between the technopedagogical competences of physical education and sports teachers and the instructional strategies used in the classroom.

Keywords

Physical Education and Sports Teacher Technopegagogic Competence Self-Efficacy

References

  • Abbitt, J. T. (2011). An Investigation of the relationship between self efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers. Journal of Digital Learning in Teacher Education, 27(4), 134-143. https://doi.org/10.1080/21532974.2011.10784670.
  • Albayrak Sarı, A., Canbazoğlu Bilici, S., Baran, E. & Özbay, U. (2016). Investigating the relationship between teachers’ technological pedagogical content knowledge (TPACK) competencies and attitudes towards information and communication technologies. Eğitim Teknolojisi Kuram ve Uygulama, 6(1), 1-21. https://doi.org/10.17943/etku.11643.
  • Bakaç, E. & Özen, R. (2017). Examining preservice teachers’ material design self-efficacy beliefs based on their technological pedagogical content knowledge competencies. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 18(2), 613632. Retrieved from https://dergipark.org.tr/tr/pub/kefad/issue/59416/853301.
  • Bandura, A. (1977). Self-Efficacy: Toward a unifying theory of behavioural change. Psychological Review, 84, 191-215. https://doi.org/10.1037/0033-295X.84.2.191.
  • Cengiz, C. (2015) The development of TPACK, technology integrated self-efficacy and instructional technology outcome expectations of pre-service physical education teachers. Asia-Pacific Journal of Teacher Education, 43(5), 411- 422. https://doi.org/10.1080/1359866X.2014.932332.
  • Chai, C. S., Koh, J. H. L., Tsai, C. C. & Tan, L. L.W. (2011). Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers&Education, 57(1), 1184-1193. https://doi.org/10.1016/j.compedu.2011.01.007.
  • Çapa, Y., Çakıroğlu, J., & Sarıkaya, H. (2005). The development and validation of a Turkish version of teachers’ sense of efficacy scale. Education and Science, 30(137), 74-81.
  • Çam, E. & Saltan, F. (2019). The relationship between primary education teachers’ technological pedagogical content knowledge and lifelong learning tendency. Elementary Education Online, 18(3), 1195-1207. https://doi.org/10.17051/ilkonline.2019.611468
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Çok değişkenli istatistik SPSS ve LISREL uygulamaları (Birinci baskı). Ankara: Pegem Akademi.
  • Ertürk, S (1988). Türkiye'de eğitim felsefesi sorunu. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 3, 11-16. Retrieved from https://dergipark.org.tr/tr/pub/hunefd/issue/7834/103113.
  • İlkay, N. (2017). Self-efficacy of perspective pre-school teachers' in content of technological pedagogical content knowledge (Sakarya University sample). Master's Thesis. Sakarya University, Institute of Educational Sciences, Sakarya.
  • Kabakçı Yurdakul, I., Odabaşı, H. F., Kılıçer, K, Çoklar, A. N., Birinci, G. & Kurt, A. A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58(3), 964-977. https://doi.org/10.1016/j.compedu.2011.10.012.
  • Karalar, H. & Aslan Altan, B. (2016). Examining pre-service primary education teachers’ TPACK competencies and teacher selfefficacies. Cumhuriyet International Journal of Education-CIJE, 5(5), 15-30. https://doi.org/10.30703/cije.321422
  • Keser, H., Karaoğlan Yılmaz, F. G. & Yılmaz, R. (2015). TPACK Competencies and technology integration self- efficacy perceptions of pre-service teachers. Elementary Education Online, 14(4), 1193-1207. https://doi.org/10.17051/io.2015.65067
  • Karasar, N. (2005). Bilimsel araştırma yöntemi (17. Baskı). Ankara: Nobel Yayın Dağıtım.
  • Koehler, M. J. & Mishra, P. (2005). Teachers learning technology by design. Journal of Computing in Teacher Education, 21(3), 94–102. doi: 10.1.1.130.7937
  • Koehler, M. J. & Mishra, P. (2009). What is technological pedagogical content knowledge?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Retrieved from http://www.citejournal.org/vol9/iss1/general/article1.cfm.
  • Mishne, J. (2012). An investigation of the relationships between technology use and teachers’ selfefficacy, knowledge and experience. (Doctoral Dissertation, Pepperdine University). Retrieved from ProQuest Dissertations and Theses. (UMI No. 3503821)
  • Sağlam Kaya, Y. (2019). Investigation of preservice teachers’ technopedagogical teaching competencies and teacher’s self-efficacy in terms of various variables. Journal of Theoretical Educational Science, 12(1), 185-204. https://doi.org/10.30831/akukeg.420909.
  • Seymen, A. F. (2017). Associating the characteristics of Y and Z generation traits with ministry of national education 2014-2019 strategic program and TUBITAK vision 2023 predictions. Kent Akademisi Kent Kültürü ve Yönetimi Hakemli Elektronik Dergisi, 10(32), 467-489.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. doi: 10.3102/0013189X015002004
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1.
  • Turgut, T. (2017). Technological pedagogical content knowledge qualification social studies teachers Karabük province case. (Master's Thesis.). Karabük University, Social Sciences Institute, Karabük.
  • Ünal, E. & Teker, N. (2018). The Adaption of Technology Integration Self-Efficacy Scale into Turkish. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 6(6), 973-978. https://doi.org/10.18506/anemon.400497
  • Yıldız, H. (2017). Analysis of development of technological pedagogical content knowledge on geometry of mathematics teachers.(Doctoral dissertation). Karadeniz Teknik University, Institute of Educational Sciences, Trabzon.
There are 25 citations in total.

Details

Primary Language English
Subjects Physical Training and Sports Pedagogy
Journal Section Arşiv
Authors

Anıl Türkeli 0000-0002-3961-7759

Publication Date December 19, 2022
Submission Date November 3, 2022
Acceptance Date December 12, 2022
Published in Issue Year 2022 Volume: 5 Issue: Özel Sayı 1 - 6. Akademik Spor Araştırmaları Kongresi Özel Sayısı

Cite

APA Türkeli, A. (2022). The Relationship Between The Technopedagogical Competences and Self Efficacy of Physical Education and Sports Teachers. Akdeniz Spor Bilimleri Dergisi, 5(Özel Sayı 1), 603-613. https://doi.org/10.38021/asbid.1198977
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