How Special are Teachers of Specialized Schools? Assessing Self-Confidence Levels in the Technology Domain

Zehra Çatma; M. Sencer Corlu

doi:10.12973/eurasia.2016.1245a

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Zehra Çatma ¹, M. Sencer Corlu ² ^*

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¹ Gaziantep College Foundation Private Schools² Bilkent University Graduate School of Education^* Corresponding Author

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.

Keywords

Fatih project
self-confidence
technological pedagogical content knowledg
mathematics teachers
teacher selection

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2016, Volume 12, Issue 3, 583-592

https://doi.org/10.12973/eurasia.2016.1245a

Publication date: 01 Jul 2016

Article Views: 1664

Article Downloads: 685

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How to cite this article

APA

Çatma, Z., & Corlu, M. S. (2016). How Special are Teachers of Specialized Schools? Assessing Self-Confidence Levels in the Technology Domain. Eurasia Journal of Mathematics, Science and Technology Education, 12(3), 583-592. https://doi.org/10.12973/eurasia.2016.1245a

Vancouver

Çatma Z, Corlu MS. How Special are Teachers of Specialized Schools? Assessing Self-Confidence Levels in the Technology Domain. EURASIA J Math Sci Tech Ed. 2016;12(3):583-92. https://doi.org/10.12973/eurasia.2016.1245a

AMA

Çatma Z, Corlu MS. How Special are Teachers of Specialized Schools? Assessing Self-Confidence Levels in the Technology Domain. EURASIA J Math Sci Tech Ed. 2016;12(3), 583-592. https://doi.org/10.12973/eurasia.2016.1245a

Chicago

Çatma, Zehra, and M. Sencer Corlu. "How Special are Teachers of Specialized Schools? Assessing Self-Confidence Levels in the Technology Domain". Eurasia Journal of Mathematics, Science and Technology Education 2016 12 no. 3 (2016): 583-592. https://doi.org/10.12973/eurasia.2016.1245a

Harvard

Çatma, Z., and Corlu, M. S. (2016). How Special are Teachers of Specialized Schools? Assessing Self-Confidence Levels in the Technology Domain. Eurasia Journal of Mathematics, Science and Technology Education, 12(3), pp. 583-592. https://doi.org/10.12973/eurasia.2016.1245a

MLA

Çatma, Zehra et al. "How Special are Teachers of Specialized Schools? Assessing Self-Confidence Levels in the Technology Domain". Eurasia Journal of Mathematics, Science and Technology Education, vol. 12, no. 3, 2016, pp. 583-592. https://doi.org/10.12973/eurasia.2016.1245a