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


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.

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

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


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

Publication date: 01 Jul 2016

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Article Downloads: 712

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