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How Special are Teachers of Specialized Schools? Assessing Self-Confidence Levels in the Technology Domain
1
Gaziantep College Foundation Private Schools
2
Bilkent University Graduate School of Education
Publication date: 2016-07-01
Corresponding author
M. Sencer Corlu
Bilkent University Graduate School of Education, Bilkent University Main Campus, Graduate School of Education, 06800 Ankara, Turkey
Bilkent University Graduate School of Education, Bilkent University Main Campus, Graduate School of Education, 06800 Ankara, Turkey
EURASIA J. Math., Sci Tech. Ed 2016;12(3):583-592
KEYWORDS
Fatih projectself-confidencetechnological pedagogical content knowledgmathematics teachersteacher selection
TOPICS
ABSTRACT
Background:
This study investigates whether specialized high school mathematics teachers, chosen to educate selected students, are mentally ready to integrate Fatih project technologies into their teaching.
Materials and methods:
Forty mathematics teachers from randomly selected specialized and general high schools in Ankara responded to a survey comprising 31 items grouped under four measures of self-confidence in the technology domain.
Results:
An independent t-test revealed no statistically significant difference between specialized and general high school teachers’ self-confidence levels.
Conclusions:
We conclude that technological pedagogical content knowledge can be an essential criterion for selecting specialized school teachers, who educate the country’s future innovators.
This study investigates whether specialized high school mathematics teachers, chosen to educate selected students, are mentally ready to integrate Fatih project technologies into their teaching.
Materials and methods:
Forty mathematics teachers from randomly selected specialized and general high schools in Ankara responded to a survey comprising 31 items grouped under four measures of self-confidence in the technology domain.
Results:
An independent t-test revealed no statistically significant difference between specialized and general high school teachers’ self-confidence levels.
Conclusions:
We conclude that technological pedagogical content knowledge can be an essential criterion for selecting specialized school teachers, who educate the country’s future innovators.
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| eISSN: | 1305-8223 |
| ISSN: | 1305-8215 |
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