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    Teacher Candidates' Views on the Components of a Pre-Service Training Program Based on the Technological Pedagogical Content Knowledge Model
    (HACETTEPE UNIV, 2013) Mandaci Sahin, Seher; Aydogan Yenmez, Arzu; Ozpinar, Ilknur; Kogce, Davut
    Technology is one of the effectively used tools used in education as in today's any field of study. Technology use in line with pedagogical approaches is what counts in education, rather than how often technological tools are used in education. It is crucial to determine teacher candidates' competencies in integrating technology and their views since their views on technology reflect their experiences related to technology use and competencies. The aim of the study is to evaluate teacher candidates' existing knowledge of Technological Pedagogical Content Knowledge TPACK model and to determine the competencies that they should have and the components of the pre-service training that they have planned. Descriptive methodology has been applied in the study. The data collection instruments included the scale of the technological pedagogical content knowledge and the open-ended questions that were arranged and prepared by the researchers. The participants included 295 teacher candidates enrolled at the Faculty of Education of a state university. The collected data were subject to content analysis. The components of the pre-service training planned to improve TPACK knowledge and the teacher competencies were determined. Pre-service training programs planned in line with TPACK are found to be effective in improving teacher candidates' technological pedagogical content knowledge.
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    The Adaptation of Self-Directed Mathematics Learning Attitude Scale into Turkish
    (TURKISH EDUCATION ASSOC, 2013) Mandaci Sahin, Seher
    The aim of this study is to adapt the "Self-Directed Mathematics Learning Attitude Scale", developed by Lee and Kim (2005) into Turkish and to demonstrate the validity and reliability of the scale. The study group consisted of 3485 students from 7th and 8th grades who are attending to 24 elementary schools in Nigde city center. Even though the original version of the scale had three main dimensions, ten Self Directed Learning (SDL) factors and 57 items; the adapted form consists of three main dimensions, six SDL factors and 46 items. Consequently, the scale is shown to be valid and reliable and it is thought that the main reasons behind this change were intercultural differences between countries and varying perceptions in learning environments and education systems.