Music Teachers' and Music Education Experts' Opinions on Technological Pedagogical Content Knowledge (TPACK) Competencies

Yusuf Kocakaplan; Salih Akkaş

Article Details

Music Teachers' and Music Education Experts' Opinions on Technological Pedagogical Content Knowledge (TPACK) Competencies

Authors:

Yusuf Kocakaplan | Salih Akkaş

Publisher:

Bolu Abant Izzet Baysal University

Main Topics:

Alan Eğitimleri (Diğer)

Journal:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 1, pp.271-302

Document Type:

Article

Publication Date:

3/2024

Document Language:

Turkish

Document ID (Org No.):

2001312721

pISSN:

1303-0493

Keywords:

Abstract:

 The purpose of this study is to determine the views of music teachers and music education specialists on technological pedagogical content knowledge competences. While so much emphasis is placed on the integration of technology into the education and training process, it has been seen that it is necessary to learn and evaluate the views of music teachers and music education specialists on TPACK competencies. A total of 35 music teachers working in private and public schools in Ankara in the 2022-2023 academic year and 32 music education specialists who train teachers in various education faculties in Türkiye participated in the study. Case study design, one of the qualitative research methods, was used in the study. The data collected with open-ended questionnaire questions were analysed by descriptive analysis method. As a result of the analysis, when the opinions analysed according to TPACK categories were written as items, a total of 22 competence items were written from the opinions of music teachers and a total of 55 competence items were written from the opinions of music education experts. When the items analysed from the data were examined, it was seen that the most competence items were stated in the content knowledge and pedagogical knowledge categories. In the areas of technological pedagogical knowledge and technological pedagogical content knowledge, fewer competence items were stated compared to other knowledge types.

 The purpose of this study is to determine the views of music teachers and music education specialists on technological pedagogical content knowledge competences. While so much emphasis is placed on the integration of technology into the education and training process, it has been seen that it is necessary to learn and evaluate the views of music teachers and music education specialists on TPACK competencies. A total of 35 music teachers working in private and public schools in Ankara in the 2022-2023 academic year and 32 music education specialists who train teachers in various education faculties in Türkiye participated in the study. Case study design, one of the qualitative research methods, was used in the study. The data collected with open-ended questionnaire questions were analysed by descriptive analysis method. As a result of the analysis, when the opinions analysed according to TPACK categories were written as items, a total of 22 competence items were written from the opinions of music teachers and a total of 55 competence items were written from the opinions of music education experts. When the items analysed from the data were examined, it was seen that the most competence items were stated in the content knowledge and pedagogical knowledge categories. In the areas of technological pedagogical knowledge and technological pedagogical content knowledge, fewer competence items were stated compared to other knowledge types.

 The purpose of this study is to determine the views of music teachers and music education specialists on technological pedagogical content knowledge competences. While so much emphasis is placed on the integration of technology into the education and training process, it has been seen that it is necessary to learn and evaluate the views of music teachers and music education specialists on TPACK competencies. A total of 35 music teachers working in private and public schools in Ankara in the 2022-2023 academic year and 32 music education specialists who train teachers in various education faculties in Türkiye participated in the study. Case study design, one of the qualitative research methods, was used in the study. The data collected with open-ended questionnaire questions were analysed by descriptive analysis method. As a result of the analysis, when the opinions analysed according to TPACK categories were written as items, a total of 22 competence items were written from the opinions of music teachers and a total of 55 competence items were written from the opinions of music education experts. When the items analysed from the data were examined, it was seen that the most competence items were stated in the content knowledge and pedagogical knowledge categories. In the areas of technological pedagogical knowledge and technological pedagogical content knowledge, fewer competence items were stated compared to other knowledge types.

 Bu çalışmanın amacı, müzik öğretmenlerinin ve müzik eğitimi uzmanlarının teknolojik pedagojik alan bilgisi yeterlikleri hakkındaki görüşlerini belirlemektir. Teknolojinin eğitim öğretim sürecine entegre edilmesine bu denli vurgu yapılırken müzik öğretmenlerinin ve müzik eğitimi uzmanlarının TPAB yeterlikleri hakkındaki görüşlerinin öğrenilmesinin ve değerlendirilmesinin gerekliği görülmüştür. Çalışmaya 2022-2023 eğitim öğretim yılında Ankaradaki özel ve devlet okullarında görev yapmakta olan toplam 35 müzik öğretmeni ve Türkiyedeki çeşitli eğitim fakültelerinde öğretmen yetiştiren 32 müzik eğitimi uzmanı katılmıştır. Araştırmada nitel araştırma yöntemlerinden durum çalışması deseni kullanılmıştır. Açık uçlu anket soruları ile toplanan veriler betimsel analiz yöntemi ile analiz edilmiştir. Yapılan analiz sonucunda TPAB kategorilerine göre analiz edilen görüşler madde olarak yazıldığında, müzik öğretmenlerinin görüşlerinden toplam 22 yeterlik maddesi, müzik eğitimi uzmanlarının görüşlerinden ise toplam 55 yeterlik maddesi yazılmıştır. Verilerden analiz edilen maddeler incelendiğinde, en fazla yeterlik maddelerinin alan bilgisi ve pedagoji bilgisi kategorisinde belirtildiği görülmüştür. Teknolojik pedagojik bilgi ve teknolojik pedagojik alan bilgisi alanlarında ise diğer bilgi türlerine oranla daha az yeterlik maddesi belirtilmiştir.

Article Details

Music Teachers' and Music Education Experts' Opinions on Technological Pedagogical Content Knowledge (TPACK) Competencies

Authors:

Yusuf Kocakaplan | Salih Akkaş

Publisher:

Bolu Abant Izzet Baysal University

Main Topics:

Alan Eğitimleri (Diğer)

Journal:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 1, pp.271-302

Document Type:

Article

Publication Date:

3/2024

Document Language:

Turkish

Document ID (Org No.):

2001312721

pISSN:

1303-0493

Music education

TPACK efficiency

Technology integrationMüzik Eğitimi

TPAB Yeterlikleri

Teknoloji Entegrasyonu

Issues

Article Details

Music Teachers' and Music Education Experts' Opinions on Technological Pedagogical Content Knowledge (TPACK) Competencies

Authors: Yusuf Kocakaplan | Salih Akkaş

Publisher: Bolu Abant Izzet Baysal University

Main Topics: Alan Eğitimleri (Diğer)

Journal: Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 1, pp.271-302

Document Type: Article

Publication Date: 3/2024

Document Language: Turkish

Document ID (Org No.): 2001312721

pISSN: 1303-0493

Music education

TPACK efficiency

Technology integrationMüzik Eğitimi

TPAB Yeterlikleri

Teknoloji Entegrasyonu

Issues

Authors:

Yusuf Kocakaplan | Salih Akkaş

Publisher:

Bolu Abant Izzet Baysal University

Main Topics:

Alan Eğitimleri (Diğer)

Journal:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 1, pp.271-302

Document Type:

Article

Publication Date:

3/2024

Document Language:

Turkish

Document ID (Org No.):

2001312721

pISSN:

1303-0493