How Special are Teachers of Specialized Schools? Assessing Self-Confidence Levels in the Technology Domain
Zehra Çatma 1
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1
Gaziantep College Foundation Private Schools
2
Bilkent University Graduate School of Education
CORRESPONDING AUTHOR
M. Sencer Corlu   

Bilkent University Graduate School of Education, Bilkent University Main Campus, Graduate School of Education, 06800 Ankara, Turkey
Publish date: 2016-07-01
 
EURASIA J. Math., Sci Tech. Ed 2016;12(3):583–592
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ABSTRACT
Background:
This study investigates whether specialized high school mathematics teachers, chosen to educate selected students, are mentally ready to integrate Fatih project technologies into their teaching.

Materials and methods:
Forty mathematics teachers from randomly selected specialized and general high schools in Ankara responded to a survey comprising 31 items grouped under four measures of self-confidence in the technology domain.

Results:
An independent t-test revealed no statistically significant difference between specialized and general high school teachers’ self-confidence levels.

Conclusions:
We conclude that technological pedagogical content knowledge can be an essential criterion for selecting specialized school teachers, who educate the country’s future innovators.

eISSN:1305-8223
ISSN:1305-8215