The Effect of a Textbook Preparation Process Supported by Instructional Technology Tools on the TPACK Self Confidence levels of Prospective Social Studies Teachers

Abstract

The aim of this study is to determine the effect of a textbook preparation process supported by
instructional technology tools on the TPACK (Technological Pedagogical Content Knowledge) self
confidence level of prospective Social Studies teachers. The research was carried out using a
sequential de scriptive design with a mixed method design. Quantitative data were collected before
and after the implementation process and the qualitative data were collected after the
implementation process. Quantitative data were collected by the Technological Pedago gical
Content Knowledge (TPACK) Self Confidence Scale; and qualitative data were collected by a
metaphor form and a BLOB tree self assessment form. Quantitative data were analyzed by a Paired
Samples t test and qualitative data were analyzed by content ana lysis. A total of 53 prospective
Social Studies teachers, from a public university in Turkey, participated in the research. The results of
the analyses showed there were statistically significant differences between pre test and post test
scores in the lev els of TPACK self confidence amongst prospective Social Studies teachers. The self
confidence scores were in favor of the post test. Furthermore, while prospective teachers have
created negative metaphors about their TPACK self confidence before the implem entation
process, they created more positive metaphors after the implementation process. According to the
results of the BLOB tree self assessment, it was revealed that the TPACK self confidence levels
increased amongst the prospective Social Studies teach er participant group.