How Instructors’ TPACK Developed During Emergency Remote Teaching: Evidence From Instructors in Faculties of Education

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dc.contributor.authorÇakiroglu, Ü.
dc.contributor.authorAydin, M.
dc.contributor.authorKurtoglu, Y.B.
dc.contributor.authorCebeci, Ü.
dc.date.accessioned2024-09-29T16:16:27Z
dc.date.available2024-09-29T16:16:27Z
dc.date.issued2023
dc.departmentKarabük Üniversitesien_US
dc.description.abstractHigher education instructors tried to find best teaching ways during the pandemic. Instructors who were faced with emergency situations used various technologies to deliver their courses. In this study, an online survey was used to ask instructors about their experiences regarding their development of technological pedagogical content knowledge (TPACK) during emergency remote teaching (ERT); 231 responses were received from instructors from faculties of education. The survey was a five-point Likert-type scale include the dimensions of pedagogical knowledge, pedagogical knowledge, technological knowledge, technological content knowledge, pedagogical content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. Instructors rated their own non-technological knowledge (pedagogical knowledge, content knowledge, and pedagogical content knowledge) relatively higher than their knowledge including technology (technological knowledge, technological pedagogical knowledge, and technological content knowledge). The findings indicate that instructors had a consistently high level of perceived knowledge in all TPACK dimensions. Regarding developments in instructors’ TPACK, several suggestions were made, including novel technologies and pedagogies specialized for ERT. © (2023), All Rights Reserved.en_US
dc.identifier.doi10.19173/irrodl.v24i2.7177
dc.identifier.endpage188en_US
dc.identifier.issn1492-3831
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-85161261816en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage162en_US
dc.identifier.urihttps://doi.org/10.19173/irrodl.v24i2.7177
dc.identifier.urihttps://hdl.handle.net/20.500.14619/9080
dc.identifier.volume24en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.relation.ispartofInternational Review of Research in Open and Distributed Learningen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectemergency remote teachingen_US
dc.subjectERTen_US
dc.subjectinstructorsen_US
dc.subjectinstructor’s componenten_US
dc.subjecttechnological pedagogical content knowledgeen_US
dc.subjectTPACKen_US
dc.titleHow Instructors’ TPACK Developed During Emergency Remote Teaching: Evidence From Instructors in Faculties of Educationen_US
dc.typeArticleen_US

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