posted on 2022-01-31, 12:00authored byŞule Betül Tosuntaş, Zühal Çubukçu, Gary Beauchamp
Purpose: Technology can be quickly and effectively integrated into education processes due to its rapidly developing and changing
nature. Technopedagogical content knowledge (TPACK) emerges as one of the important types of knowledge that teachers should
have in the process of technology integration. Teacher performance is naturally affected, as technology integration reshapes the
education process. However, there are no studies on how teacher performance is related to the use of technology in Turkey, and
teacher performance evaluation is not studied robustly. This study aims to determine the relationship between teachers' TPACK
competencies and their performance.
Design/Methodology/Approach: This study was designed using a correlational model to determine the relationship between teachers'
TPACK competencies and performance. The study group consists of 305 teachers working in primary, secondary and high schools in
the Central Anatolia Region. Data in the study were collected through TPACK-Practical Scale and Teacher Performance Scale. The data
were analyzed using descriptive statistics, t-test, ANOVA, correlation and regression techniques.
Findings: The findings of the study showed that TPACK and performance did not differ according to the gender of the teachers. TPACK
competencies differ according to educational status and school type, and teacher performance differs according to school type. TPACK
competencies and performances of teachers were negatively correlated with their ages and seniority. On the other hand, small positive
relationships were determined between TPACK and performance.
Conclusions: As a result, thanks to technology integration, teacher performance can be improved, and student achievement, which is
seen as the most concrete output of teacher performance, can be improved. In this respect, it can be suggested that TPACK is
considered as a whole, and it can be developed theoretically and practically. This study suggests that technology, pedagogy, and
content knowledge should not be included separately in teacher education, but presented in an integrated way.
TOSUNTAŞ, Ş.B., CUBUKCU, Z. and BEAUCHAMP, G., Teacher Performance in Terms of Technopedagogical Content Knowledge Competencies. Kastamonu Eğitim Dergisi, 29(1), pp.63-83