THE RELATIONSHIP BETWEEN PRESERVICE TEACHERS’ SELF-DIRECTED LEARNING READINESS LEVELS AND TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) COMPETENCIES

Ebru BAKAǹ , Rasit ÖZEN ²

The aim of this study is to investigate the relationship between preservice teachers’ self-directed learning readiness levels and technopedagogical content knowledge competencies (TPACK). Descriptive model was used in the study. The fourth year preservice teachers (n=159) who are studying a university in Northwest Black Sea Region of Turkey in the spring semester of 2015-2016 academic year formed the study group. The data were collected through “Self-directed Learning Readiness Scale” developed by Fisher King and Tagua (2001)and adapted into Turkish by Şahin and Erden (2009) and “Technopedagogical Efficacy Scale” developed by Kabakçı-Yurdakul et al. (2012). The data were analyzed through descriptive statistics (mean and standard deviation), t-test and simple regression analysis were used. At the end of the study, it was found that, it was concluded that the preservice teachers’ TPACK competencies were a significant predictor of the level of readiness to their self-directed learnings.

Keywords
Self-Directed Learning, Technology Integration, Technological Pedagogical Content Knowledge Competencies, Preservice Teachers, Readiness Level,