Okul Öncesi Öğretmenlerinin Teknolojik Pedagojik Alan Bilgisinin ve Çevrimiçi Öğretmen Yeterliklerinin İncelenmesi

Abstract

This study aims to assess the Technological Pedagogical Content Knowledge (TPACK) and online teaching competencies of preschool teachers. Specifically, it aims to develop a valid and reliable scale tailored for preschool teachers and examine the relationship between their TPACK self-efficacy and online education self-efficacy. Considering the importance of effectively utilizing technology in early childhood education, the development of a specialized TPACK scale for preschool teachers has become necessary. This scale encompasses the specific situations, concepts, domains, and developmental knowledge unique to early childhood, as well as the skills required by preschool teachers. The development of a TPACK scale specifically designed for preschool teachers addresses their specific needs for an assessment tool. The scale has been validated and its reliability ensured, while the path analysis confirms the relationship between preschool teachers' TPACK and online teaching self-efficacy scores. Additionally, the study investigates how teachers evaluate their own levels of competence in the online education process and the extent to which TPACK aligns with these competencies. Through path analysis, the significant relationship between preschool teachers' TPACK self-efficacy and online education self-efficacy is examined. Furthermore, the study aims to explore demographic variables such as age, education level, type of school, and in-service training, to determine their impact on teachers' self-efficacy in effectively using technology. This study sheds light on the TPACK and online teaching competencies of preschool teachers, contributing to teacher education and professional development.