Who are They Really? A Review of the Characteristics of Pre-service ICT Teachers in Turkey
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Who are They Really? A Review of the Characteristics of Pre-service ICT Teachers in Turkey Recep Cakir • Soner Yildirim
De La Salle University 2013
Abstract This study examines how pre-service ICT teachers who are equipped with technological, pedagogical, and content knowledge, meet challenges in their teaching practices. This study aims to portray Turkish elementary ICT teachers’ characteristics regarding their perceptions about teaching and their competencies. The data were collected by administering questionnaires to a total of 1,568 pre-service teachers. Moreover, 33 pre-service ICT teachers were interviewed, and 8 pre-service classroom observations were conducted to gain an in-depth understanding of the participants. Lesson plans were also analyzed during the data collection process. The results showed that the perceptions of the pre-service ICT teachers were generally positive about teaching. However, some negative points were also identified in their perceptions and competencies. The results of this study might shed light on who chooses ICT teaching as a profession, how ICT teachers are educated, and what career paths they follow. Keywords ICT teacher ICT teacher education Perceptions of ICT teaching Technological pedagogical and content knowledge
R. Cakir (&) Department of Computer Education and Instructional Technology, Faculty of Education, Amasya University, 05100 Amasya, Turkey e-mail: [email protected] S. Yildirim Department of Computer Education and Instructional Technology, Faculty of Education, Middle East Technical University, 06531 Ankara, Turkey
Introduction The integration of technology into today’s classrooms is indispensible. When teachers choose to use technology in the classroom, a marked change may occur in student learning (Chai 2010). Morrison and Lowther (2004) illustrate this by stating that computers make a difference in student learning provided that teachers are mindful of the way they make their students use computer technology in the classroom. Similarly, Ertmer (2005) reports that although more teachers integrate technology into their educational activities, the way they implement this still remains a question. For instance, several studies found that even though teachers used technology in their basic level tasks, they failed to integrate it into more complex activities (Barron et al. 2003; Ertmer 2005). Turkey is not an exception in this situation. While almost all elementary schools provide computer-assisted education (OECD report 2005), it is questionable whether computers are being used effectively in Turkish classrooms (Yildirim 2007). In a study conducted in Turkey, Yildirim (2007) concluded that teachers’ views and capabilities, their computer literacy levels and attitudes toward technology affected the integration of technology into their classes. Since 1997, great efforts have been made in Turkey to inform teachers about Information and Communication Technologies (ICT) via pre-service and in-service training programs to make curricula more
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