Mediterranean Journal of Educational Research 2016, 10(19): 53-60
Examination of Relationships between Preservice Teachers' Confidence in Technological Pedagogical Content Knowledge and Learning Strategies
Şenol ŞEN & Senar TEMEL
pp. 53-60 | Manuscript Number: mjer.2016.004
Published Online: September 20, 2030
Manuscript Views: 11 | Manuscript Download: 7
APA 6th edition
In-text: (SEN & TEMEL, 2016)
Your Bibliography: SEN, S. & TEMEL, S. (2016). Examination of Relationships between Preservice Teachers' Confidence in Technological Pedagogical Content Knowledge and Learning Strategies. Mediterranean Journal of Educational Research, 10(19), 53-60.
In-text: (SEN and TEMEL, 2016)
Your Bibliography: SEN, S. and TEMEL, S. (2016). Examination of Relationships between Preservice Teachers' Confidence in Technological Pedagogical Content Knowledge and Learning Strategies. Mediterranean Journal of Educational Research, 10(19), pp. 53-60.
Chicago 16th edition
In-text: (SEN and TEMEL 2016)
Your Bibliography: SEN, Senol and Senar TEMEL (2016). "Examination of Relationships between Preservice Teachers' Confidence in Technological Pedagogical Content Knowledge and Learning Strategies". Mediterranean Journal of Educational Research 10 (19):53-60.
The purpose of this study was to investigate the relationships between pre-service teachers' confidence in technological pedagogical content knowledge and learning strategies. Moreover, the present study also analyzed the effect of gender on confidence in technological pedagogical content knowledge. The study was conducted with correlational research design. The study group of this study was comprised of 82 preservice teachers attending the Faculty of Education in a public university during the spring semester of the 2015-2016 academic years. In the study, the Motivated Strategies for Learning Questionnaire (MSLQ) and Technological Pedagogical Content Knowledge Confidence Survey were used as data collection tools. Data were analyzed using Pearson product-moment correlation and independent samples t-test. At the end of the study, the results of independent samples t-test demonstrated that there was a significant difference in technological knowledge scores for males (M=4.24, SD=.65) and females [M=3.81, SD=.63; t(80)=-2.97, p=.004]. Besides, the results of this study revealed that there were various positive and significant correlations between variables of the study.
Keywords: confidence, critical thinking, elaboration, metacognitive self-Regulation, organization, technological pedagogical content knowledge
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