Akademik Veri Yönetim Sistemi
Erzincan Üniversitesi Eğitim Fakültesi Dergisi, cilt.24, sa.3, ss.457-468, 2022 (TRDizin)
The purpose of this study was to investigate preservice mathematics teachers’ competency perceptions of
technological pedagogical and content knowledge (TPACK) and their thoughts on the use of technology in education. To
that end, the study utilized a mixed design, combining quantitative and qualitative data collection tools. The participants
were 65 second-year students studying middle school mathematics teaching at a public university. Data for the
quantitative part of the research was collected using the Technopedagogical Education Competency (TPACK-deep)
Scale, while semi-structured interview questions were utilized to collect data for the qualitative part. As a result of the
analysis, it was concluded that the preservice teachers had advanced TPACK competency perceptions and had rather
positive views on the use of technology in education. The preservice teachers’ positive views on the use of technology
were associated with their high level of TPACK competency perceptions. While the preservice teachers stated that
integrating technology into education would bring advantages such as providing communication between teacher and
student, being practical, enriching the course content, and being interesting for students, they also emphasized that this
situation would increase the responsibilities of teachers.