Determining Social Science Teachers’ Self-Assessment Levels With Regard To Their Technological Pedagogical Content Knowledge (TPCK)

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The purpose of this study is to determine the social science teachers’ self-assessment level in terms of technological pedagogical content knowledge (TPCK). Data collection tool being used in the present paper is “Self-assessment Scale for Social Science teachers’ Technological Pedagogical Content Knowledge”, that includes 35 items of 5 point likert, which consists of 6 factors. The scale was applied to 171 teachers who teach social studies. Teachers in two different provinces in Southern Turkey were selected. For paired comparison, t-test was used for independent groups and ANOVA analysis was used for multiple comparisons. The respondents consider themselves sufficient at the highest level in pedagogical knowledge, while they consider themselves inadequate in technological knowledge. The findings of this research study reveal that gender, tenure, academic level, teaching the class, graduated sections, service training show statistically significant differences in terms of TPCK scores.

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Technological Pedagogical Content Knowledge , Self , Assessment , Social Science Teaching , Social Science Teachers.

pamukkale university journal of education

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pamukkale university journal of education