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

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. Forty mathematics teachers from randomly selected specialized and general high schools in Ankara responde...

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Bibliographic Details
Published inEurasia Journal of Mathematics, Science and Technology Education Vol. 12; no. 3; pp. 583 - 592
Main Authors Çatma, Zehra, Corlu, Mehmet Sencer
Format Journal Article
LanguageEnglish
Published East Sussex EURASIA 01.03.2016
Subjects
Foreign Countries
High Schools
Mathematics Teachers
Pedagogical Content Knowledge
Secondary School Teachers
Self Esteem
Special Schools
Statistical Analysis
Teacher Surveys
Technological Literacy
Technology Integration
Turkey (Ankara)
Turkey (Ankara)
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Summary: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. 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 should be an essential criterion for selecting specialized school teachers, who educate the country's future innovators.
ISSN:1305-8223
1305-8215
1305-8223
DOI:10.12973/eurasia.2016.1245a