Examining changes in preservice mathematics teachers’ technological pedagogical content knowledge from their microteaching

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dc.contributor.authorAydogan Yenmez A.
dc.contributor.authorÖzpinar İ.
dc.contributor.authorGökçe S.
dc.date.accessioned2019-08-01T13:38:39Z
dc.date.available2019-08-01T13:38:39Z
dc.date.issued2017
dc.departmentNiğde ÖHÜ
dc.description.abstractMicroteaching is regarded as an effective method that allows preservice teachers to gain the experience of instructional processes and is used to improve teaching skills in an environment similar to a real classroom. Microteaching, which is utilized as a method for increasing the quality of a teacher’s education, is also used in research studies conducted within the scope of Technological Pedagogical Content Knowledge (TPCK). Accordingly, the purpose of this research is to observe changes in preservice teachers’ TPCK from their microteaching practices conducted under a conceptual TPCK framework. The participants are 52 third-year preservice teachers. An analysis was performed based on specific themes from the application, which had been developed to reveal the changes in preservice teachers’ conceptual framework of TPCK components. Content analysis was used to analyze the observation forms, self-evaluations, and transcriptions from the interviews on the self-evaluations for the effects over their procedural changes within the context of the themes. The study’s findings indicate that preservice teachers use the technological tools to attain what they had specified in their instructional plans. Also when considered in terms of the TPCK components, preservice teachers made remarkable progress. © 2017 EDAM.
dc.identifier.doi10.12738/estp.2017.5.0454
dc.identifier.endpage1732
dc.identifier.issn1303-0485
dc.identifier.issue5
dc.identifier.scopus2-s2.0-85029921372
dc.identifier.scopusqualityN/A
dc.identifier.startpage1699
dc.identifier.urihttps://dx.doi.org/10.12738/estp.2017.5.0454
dc.identifier.urihttps://hdl.handle.net/11480/1779
dc.identifier.volume17
dc.identifier.wosWOS:000417396600010
dc.identifier.wosqualityQ4
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthor[0-Belirlenecek]
dc.language.isoen
dc.publisherEdam
dc.relation.ispartofKuram ve Uygulamada Egitim Bilimleri
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectMathematics education
dc.subjectMicroteaching
dc.subjectPreservice teacher
dc.subjectTechnological pedagogical content knowledge
dc.subjectTechnology integration
dc.titleExamining changes in preservice mathematics teachers’ technological pedagogical content knowledge from their microteaching
dc.typeArticle

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