Fatih Saltan|Kür?at Arslan
A comparison of in-service and pre-service teachers’ technological pedagogical content knowledge self-confidence
Amasya Üniversitesi|Dokuz Eylül University
study aimed investigate compare inservice preservice teachers self confidence technological pedagogical content knowledge tpack relation teaching experience expertise technology usage gender achieve goal survey method conducted part quantitative method design participants study consisted 388 preservice 211 inservice teachers four different concentrations science mathematics information communications technology ict classroom teachers data analyzed using paired sample ttest manova statistical analysis results showed preservice inservice participants exhibit highest selfconfidence level technological content knowledge domain preservice teachers lowest score tpack inservice teachers lowest score technological knowledge domain preservice mathematics teachers significantly lower tpack preservice science teachers inservice ict teachers tpack level significantly higher science math classroom teachers levels considering tpack pedagogical content knowledge pck technology knowledge tk domains