Relationship between math teacher candidates’ Technological Pedagogical And Content Knowledge (TPACK) and achievement levels

摘要

In this study, math teacher candidates’ technological pedagogical and content knowledge (TPACK) is analyzed based their departmental affiliation and gender information. These teacher candidates’ TPACK is also examined to find out whether it predicts student achievement or not. Results of the study show that there is a significant difference between primary and secondary mathematics teacher candidates’ TPACK domains. When teacher candidates’ TPACK is examined based on gender, significant differences are found between male and female students’ TPACK dimensions in favor of males. Additionally, it is seen from the results that the teacher candidates’ TPACK significantly predicts their achievement levels.