Variables influencing pre-service and starting teachers' integration of ICT into teaching practices in the Turkish context
Başlık çevirisi mevcut değil.
- Tez No: 402732
- Danışmanlar: PROF. DR. CHANG ZHU
- Tez Türü: Doktora
- Konular: Bilim ve Teknoloji, Eğitim ve Öğretim, Science and Technology, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2016
- Dil: İngilizce
- Üniversite: Vrije Universiteit Brussel
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Eğitim Bilimleri Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 143
Özet
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Özet (Çeviri)
This dissertation focuses on the variables affecting the pre-service and starting teachers' actual use of technology in their teaching practices. It also examines the relationship between ICT training in teacher training program and teachers' ICT competence in relation to the integration of ICT into education. Key variables are studied to reveal the enablers and disablers for teachers to use technologies for educational purposes. The general research questions of this dissertation are: To what extent do the ICT-related variables affect and predict teachers' integration of ICT into their teaching practices and to what extent do teachers integrate ICT into education? There are seventeen specific research questions which we deal with answering in four studies implemented to the pre-service teachers in their fourth year in the teacher training programs and to the starting teachers who have been teaching not more than three years in the lower secondary schools in Turkey. Teacher surveys, open ended questions in teacher survey and semi-structured interviews (quantitative and qualitative) studies were implemented to answer the questions. The theoretical basis of the research builds on the fact that the issue for the integration of ICT into education is a multi-dimensional process. Therefore, the research model of this dissertation consists of three dimensions, namely teacher variables, training related variables and institutional variables with regard to the dependent variable for integration of ICT into teaching practices. The research model contributed to developing the study' conceptual model of ICT integration and research questions. The first chapter of this dissertation describes the general research problem, the theoretical background, the research design and overview of the dissertation research. Study 1 reported in Chapter 2 investigated to what extent the ICT-related variables predict the dependent variable“integration of ICT into teaching practices”for pre-service teachers. Exploratory and confirmatory factor analysis were conducted to validate the research instruments. Data were gathered from 599 pre-service teachers from the subject areas of Turkish language, social sciences, elementary mathematics and science in their fourth year of training programs. Structural equation modelling was applied to test the relationship between the latent and dependent variables. The study indicated that pedagogical knowledge, ICT-related courses and perceived ICT competence significantly predicted integration of ICT into teaching practice. Besides, it was found out that the teacher training programs, especially pedagogical knowledge and ICT-related courses, play an important role in enabling pre-service teachers to deploy ICT in their teaching practices. Chapter 2 is published in British Journal of Educational Technology. Study 2 reported in Chapter 3 focused on pre-service teachers' perceptions of ICT integration in teacher education and its association with their teaching practices. Data were collected from 782 pre-service teachers from the subject areas of Turkish language, social sciences, elementary mathematics and science in their fourth year of training programs through the open ended questions in a survey and interviews which were conducted with 15 participants. Qualitative data were analyzed with thematic coding. The study identified the specific conditions of ICT integration in teacher education and pre-service teachers' perceptions of ICT integration and the associations with their teaching practices. Chapter 3 was published in The Turkish Online Journal of Educational Technology. Study 3 reported in Chapter 4 investigated the factors influencing the integration of ICT of starting teachers in lower secondary schools. A mixed methods research was implemented in the study. The research instruments with open ended questions were implemented to 105 starting teachers and interviews were made with 14 participants. It was found out that perceived competence in ICT integration and pedagogical knowledge significantly predict their integration of ICT into their teaching practices. Besides, it is crucial for teachers to reach ICT resources for the effective integration of ICT into education. And lastly, changes should be made in curriculum and assessment systems to enable teachers to facilitate teaching with ICT. Chapter 4 has been submitted to Educational Sciences: Theory & Practice. Study 4 reported in Chapter 5 investigated both the pre-service and starting teachers' perceptions for the variables with regard to their integration of ICT into teaching practice to identify to what extent they integrate ICT into education. Quantitative data were collected from 200 pre-service teachers from the subject areas of Turkish language, social sciences, elementary mathematics and science in their fourth year of training programs and 105 starting teachers who have been teaching not more than for three years in the mentioned subjects. T-test and multiple regression analysis were conducted to analyze the data. The results showed that perceived competence in ICT integration, computer anxiety, perceived ICT competence and pedagogical knowledge variables are significant predictors for the teachers' integration of ICT into teaching practices. The findings offer suggestions and implications for teacher training programs and professional development trainings to develop both pre-service and in-service teachers' ICT competencies. Chapter 5 is published in International Journal of Research in Education and Science. The final chapter summarizes the research findings of this dissertation. The general research questions are dealt with specific research questions in the four studies which aiming to investigate the variables influencing teachers' integration of ICT into their teaching practices. Discussions of the findings provide suggestions and implications to develop ICT policies in teacher training programs, curriculum and assessment systems of Ministry of National Education and professional development trainings. Besides, implications are put forward for future educational research in relation to ICT integration. The studies conducted in this dissertation are limited to the pre-service teachers from the subject areas of Turkish language, social sciences, elementary mathematics and science in their fourth year of training programs in six state universities and starting teachers who have been teaching not more than for three years in the mentioned subjects and graduated from the six state universities. The results were based on the teachers' self-reported answers. In the future studies, academic members, school principals and students' perceptions with regard to teachers' integration of ICT into teacher practices could be studied to obtain a depth understanding for the variables affecting and predicting teachers' use of technology in class activities. In summary, the results confirm that teachers' integration of ICT into teaching practices is a multi-dimensional process. The results also indicate that teacher variables, training related variables and institutional variables influence both pre-service and starting teachers' successful implementation of ICT into education. Some key variables have been identified to be significant predictors for the teacher groups' use of ICT for educational purposes. Educational decision makers can develop ICT policies to enable teachers to effectively integrate technology into education taking into account the findings of the dissertation.
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