THE CHANGE OF PRIMARY SCHOOL TEACHERS’ TECHNOLOGICAL PEDAGOGIC CONTENT KNOWLEDGE SELF-CONFIDENCE AND WEB 2.0 SELF-EFFICIENCIES FOR SCIENCE COURSE WITH IN SERVICE TRAINING

Abstract

The aim of this study is to investigate the effect of in-service training on the use of Web 2.0 tools in teaching on Web 2.0 self-efficacy and technological peda-gogical content knowledge (TPACK) self-confidence. The sample of the study consists of 22 primary school teachers who participated in the in-service training course on the use of web 2.0 tools in teaching in Erzurum. In the study that’s carried out with single group experimental method, the web 2.0 self-efficacy scale and TPAB self-confidence scale which are applied before and after the course are used to collect data. It was found that the self-efficacy of primary school teachers developing course content with web 2.0 tools and TPACK self-confidence towards science course increased. In addition, a positive correlation was found between web 2.0 self-efficacy and TPAB self-confidence. As a result of the study, the introduction of web 2.0 tools in in-service training studies to increase teachers ‘ TPAB self-confidence and a proposal for methods for these in-service training courses were presented.