The Relationship between Technological Pedagogical Content Knowledge and Web 2.0 Self-Efficacy Beliefs

Available online 10.01.2019 The aim of the present study was to investigate the development of technological pedagogical content knowledge (TPACK) and Web 2.0 self-efficacy beliefs (W2SEB) and to determine the relationship between them for middle school pre-service mathematics teachers through their involvement in a course designed using a Web 2.0 tools. To achieve this aim, thirty pre-service teachers participated in forty two hours of the course in which they could interact with Web-based applications. In the course, pre-service mathematics teachers were requested to develop and present e-content related to the use of these applications for learning outcomes determined in 5-8th grade mathematics curriculum. In order to collect the required data, the TPACK and W2SEB scale were applied to pre-service teachers at the beginning and end of the course. The data obtained from these scales were quantitatively analyzed. Within this scope, while there were positive developments in terms of the technological pedagogical knowledge levels and self-efficacy beliefs, there was a significant relationship identified between them. Additionally, when the regression results related to the post-test are investigated, the TPACK sub-factors of technological and mathematical knowledge were shown to be significant predictors of Web 2.0 rapid content development self-efficacy beliefs. © 2019 IOJES. All rights reserved