Research Article
European Teachers’ Technological Pedagogical Content Knowledge (TPCK) and Educational Use of Web Technologies

Mehmet Fatih Baris

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Baris . European teachers’ technological pedagogical content knowledge (tpck) and educational use of web technologies. European J Ed Res. 2015;4(4):149-155. doi: 10.12973/eu-jer.4.4.149
Baris, M. F. (2015). European teachers’ technological pedagogical content knowledge (tpck) and educational use of web technologies. European Journal of Educational Research, 4(4), 149-155. https://doi.org/10.12973/eu-jer.4.4.149
Baris Mehmet Fatih. "European Teachers’ Technological Pedagogical Content Knowledge (TPCK) and Educational Use of Web Technologies," European Journal of Educational Research 4, no. 4 (2015): 149-155. https://doi.org/10.12973/eu-jer.4.4.149
Baris, M 2015, 'European teachers’ technological pedagogical content knowledge (tpck) and educational use of web technologies', European Journal of Educational Research, vol. 4, no. 4, pp. 149-155. Baris, Mehmet Fatih. "European Teachers’ Technological Pedagogical Content Knowledge (TPCK) and Educational Use of Web Technologies." European Journal of Educational Research, vol. 4, no. 4, 2015, pp. 149-155, https://doi.org/10.12973/eu-jer.4.4.149.

Abstract

Several studies have been conducted on technological, pedagogical content knowledge and web-based education. In this study, the Technological Pedagogical Content Knowledge and Educational Use of Web Technologies (TPCK-W) were analyzed in addition to the self-efficacy and attitudes of 33 teachers from eight different branches carrying out their duties in 19 countries of the European Union (EU). In this study, the Technological Pedagogical Content Knowledge-Web (TPCK-W) Survey developed by Lee, Tsai, and Chan was used. The data obtained statistics software was analyzed using SPSS for Windows 17.0 statistics software. As a result of the analysis, it was revealed that TPCK-W self-efficacy of teachers carrying out their duties in EU countries was high and their attitudes were positive; and age, experience, and gender did not affect their TPCK-W self-efficacy and attitudes. Moreover, participants’ general web attitudes changed positively, depending on their web communication, web content, and pedagogical use of the web.

Keywords: Technological pedagogical content knowledge, TPCK-W, AB TPCK-W, EU TPCK-W, TPCK-W self-efficacy


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