An Investigation of Technological Pedagogical Content Knowledge, Self-Confidence, and Perception of Pre-Service Middle School Mathematics Teachers towards Instructional Technologies

Technology provides new methods and approaches for educational activities. Therefore, teachers should improve their ability and knowledge to integrate technology into instruction. The use of technology-based learning environment which is effectively used to improve the technological pedagogical content knowledge of pre-service teachers has a crucial importance for the training of pre-service teachers. In this regard, the purpose of this study is to investigate the technological pedagogical content knowledge (TPACK), TPACK related self-confidence, and perception of pre-service middle school mathematics teachers in terms of instructional technologies. In this study, TPACK Survey, TPACK Self-Confidence Survey, and TPACK Perception Survey were administered to 427 pre-service middle school mathematics teachers in elementary mathematics education program. The data were analyzed quantitatively. The data analysis revealed that there was a significant relationship between gender and perception towards technology. Moreover, it might be concluded that pre-service teachers improve their knowledge and self confidence to use technology in elementary mathematics education programs. Lastly, considering the finding that there was a relationship between the use of technology and self-confidence towards the use of technology, it might be inferred that self-confidence of pre-service teachers towards the use of educational technologies increases with the use instructional tools.