Validity and Reliability Study of the Technological Pedagogical Content Knowledge (TPACK) Scale for Preschool Education

Zeliha Buket Yalçın; Ali Yiğit Kutluca

Makale detayları

Validity and Reliability Study of the Technological Pedagogical Content Knowledge (TPACK) Scale for Preschool Education

Yazarlar:

Zeliha Buket Yalçın | Ali Yiğit Kutluca

Yayıncı:

Mugla Sitki Kocman University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi Vol.10 Issue 1, pp.1-27

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001282725

pISSN:

2148-6999

Anahtar kelimeler:

Özet:

 The main purpose of this study is to bring the technological pedagogical content knowledge TPACK scale specific to preschool education to the literature. The secondary aim of the study is to test the statistical significance of preschool teachers TPACK levels according to age, seniority and education level. A total of 311 preschool teachers participated in this study. First of all, exploratory EFA and confirmatory CFA factor analyzes and Cronbach Alpha reliability analyzes were performed on the scores of the participants from the 42-item scale. As a result of EFA, four items that disrupted the structure were removed from the scale. The CFA results showed that most of the goodness-of-fit indices of the scale fit the perfect fit criterion. After the Cronbach Alpha reliability analysis, the internal consistency coefficient of the scale was calculated as 0.95. In the second stage of the study, normality test, descriptive statistics, Kruskal Wallis-H test and Pearson correlation analysis were performed on the scale data, respectively. The results of the analysis showed that the TPACK levels of the participating teachers were high and did not differ significantly according to age, seniority and education level. In addition, it was revealed that there was a positive-high and significant relationship between TPACK total scores and sub-dimension scores. In the light of these results, it is thought that the use of the scale introduced in the preschool education literature in different contexts will contribute to the literature in terms of the diversity of the results.

 The main purpose of this study is to bring the technological pedagogical content knowledge TPACK scale specific to preschool education to the literature. The secondary aim of the study is to test the statistical significance of preschool teachers TPACK levels according to age, seniority and education level. A total of 311 preschool teachers participated in this study. First of all, exploratory EFA and confirmatory CFA factor analyzes and Cronbach Alpha reliability analyzes were performed on the scores of the participants from the 42-item scale. As a result of EFA, four items that disrupted the structure were removed from the scale. The CFA results showed that most of the goodness-of-fit indices of the scale fit the perfect fit criterion. After the Cronbach Alpha reliability analysis, the internal consistency coefficient of the scale was calculated as 0.95. In the second stage of the study, normality test, descriptive statistics, Kruskal Wallis-H test and Pearson correlation analysis were performed on the scale data, respectively. The results of the analysis showed that the TPACK levels of the participating teachers were high and did not differ significantly according to age, seniority and education level. In addition, it was revealed that there was a positive-high and significant relationship between TPACK total scores and sub-dimension scores. In the light of these results, it is thought that the use of the scale introduced in the preschool education literature in different contexts will contribute to the literature in terms of the diversity of the results.

 The main purpose of this study is to bring the technological pedagogical content knowledge TPACK scale specific to preschool education to the literature. The secondary aim of the study is to test the statistical significance of preschool teachers TPACK levels according to age, seniority and education level. A total of 311 preschool teachers participated in this study. First of all, exploratory EFA and confirmatory CFA factor analyzes and Cronbach Alpha reliability analyzes were performed on the scores of the participants from the 42-item scale. As a result of EFA, four items that disrupted the structure were removed from the scale. The CFA results showed that most of the goodness-of-fit indices of the scale fit the perfect fit criterion. After the Cronbach Alpha reliability analysis, the internal consistency coefficient of the scale was calculated as 0.95. In the second stage of the study, normality test, descriptive statistics, Kruskal Wallis-H test and Pearson correlation analysis were performed on the scale data, respectively. The results of the analysis showed that the TPACK levels of the participating teachers were high and did not differ significantly according to age, seniority and education level. In addition, it was revealed that there was a positive-high and significant relationship between TPACK total scores and sub-dimension scores. In the light of these results, it is thought that the use of the scale introduced in the preschool education literature in different contexts will contribute to the literature in terms of the diversity of the results.

 Bu araştırmanın temel amacı okul öncesi eğitime özgü teknolojik pedagojik alan bilgisi TPAB ölçeğini literatüre kazandırmaktır. Araştırmanın ikincil amacı ise okul öncesi öğretmenlerinin TPAB düzeylerinin yaş, kıdem ve öğrenim düzeyine göre istatistiksel anlamlılığını test etmektir. Araştırmaya toplamda 311 okul öncesi öğretmeni katılmıştır. Katılımcıların 42 maddeden oluşan ölçekten aldıkları puanlar üzerinde öncelikle açımlayıcı AFA ve doğrulayıcı DFA faktör analizleri ve Cronbach Alpha güvenirlik analizleri yapılmıştır. AFA sonucunda yapıyı bozan dört madde ölçekten çıkarılmıştır. DFA sonuçları, ölçeğin uyum iyiliği indekslerinin çoğunun mükemmel uyum kriterine uyduğunu göstermiştir. Cronbach Alpha güvenirlik analizi sonrası ölçeğin iç tutarlık katsayısı 0,95 olarak hesaplanmıştır. Araştırmanın ikinci aşamasında ölçek verileri üzerinde sırasıyla normallik testi, betimsel istatistik, Kruskal Wallis-H testi ve Pearson korelasyon analizi gerçekleştirilmiştir. Analiz sonuçları, katılımcı öğretmenlerin TPAB düzeylerinin yüksek olduğunu ve yaş, kıdem ve öğrenim düzeyine anlamlı olarak farklılaşmadığını göstermiştir. Ayrıca TPAB toplam puanları ile alt boyut puanları arasında pozitif-yüksek ve anlamlı bir ilişkinin olduğu ortaya çıkmıştır. Bu sonuçlar ışığında, okul öncesi eğitim literatürüne kazandırılan ölçeğin farklı bağlamlarda kullanılmasının sonuçların çeşitliliği açısından literatüre katkı sağlayacağı düşünülmektedir.

Makale detayları

Validity and Reliability Study of the Technological Pedagogical Content Knowledge (TPACK) Scale for Preschool Education

Yazarlar:

Zeliha Buket Yalçın | Ali Yiğit Kutluca

Yayıncı:

Mugla Sitki Kocman University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi Vol.10 Issue 1, pp.1-27

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001282725

pISSN:

2148-6999

Preschool Teachers

Technology

Technological Pedagogical Content Knowledge

TPACK

Preschool Education

Okul Öncesi Öğretmenleri

Teknoloji

Teknolojik Pedagojik Alan Bilgisi

TPAB

Okul Öncesi Eğitim

Sayı

Makale detayları

Yazarlar: Zeliha Buket Yalçın | Ali Yiğit Kutluca

Yayıncı: Mugla Sitki Kocman University

Ana Başlıklar: Alan Eğitimleri

Dergi: Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi Vol.10 Issue 1, pp.1-27

Belge Tipi: Makale

Yayın Tarihi: 1/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001282725

pISSN: 2148-6999

Sayı

Yazarlar:

Zeliha Buket Yalçın | Ali Yiğit Kutluca

Yayıncı:

Mugla Sitki Kocman University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi Vol.10 Issue 1, pp.1-27

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001282725

pISSN:

2148-6999