p-ISSN 2146-796X
e-ISSN 2146-7978
Yunus Söylet

Recep Öztürk
Salih Murat Akkın
Süphan Nasır

Associate Editors
Burak Önal
Harun Serpil
Yiğit Yurder
2020 Volume 10
Deomed Publishing
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Volume 8, Issue 3, December 2018,
Page(s): 322-333
Original Empirical Research
Received: February 28, 2017; Accepted: January 26, 2018; Published online: November 27, 2018
doi:10.2399/yod.18.018; Copyright © 2018, Deomed
Investigating the instructors' technological pedagogical content knowledge in terms of different variables: The sample of Muğla Sıtkı Koçman University
Hasret Kabaran 1 (E-mail), Necdet Aykaç2
1Private TAÇ Elementary School, Muğla, Turkey; 2Faculty of Education, Muğla Sıtkı Koçman University, Muğla, Turkey
*This article has been produced from Hasret KABARAN's Master's thesis titled "An Investigation of the Relationship Between Instructors' Teaching Styles and Their Technological Pedagogical Content Knowledge (TPACK)" supervised by Prof. Dr. Necdet AYKAÇ.
The aim of the study is to examine instructors' technological pedagogical content knowledge in terms of various variables. The study was designed to reflect the survey research model. The sample of the study consisted of 154 instructors working in Muğla Sıtkı Koçman University in the 2013-2014 academic year, in the Faculty of Education, Faculty of Literature, Faculty of Science, Faculty of Economic and Administrative Sciences, and Faculty of Engineering. In the selection of the research sample, convenience sampling, as a non-random sampling method, was used. The "Personal Information Form" was used to determine the demographic characteristics of the instructors in the study. The "Technological Pedagogical Content Knowledge (TPACK) Scale" was used to determine the instructors' technological pedagogical content knowledge levels. In the analysis of the data, percentage, frequency, arithmetic mean, standard deviation, maximum and minimum values, independent sample t-test, the Mann-Withney U test, one-way variance analysis, and the Kruskall-Wallis H test were used. According to the results of the research, the TPACK levels of the instructors are high. It was determined that the TPACK levels of the instructors do not differ significantly by gender. It was concluded that the TPACK levels of the instructors differ significantly in some dimensions by age, title, faculty and the type of course given.
Keywords: Instructors, higher education, technological pedagogical content knowledge
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Yükseköğretim Dergisi / Journal of Higher Education (Turkey)

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