Author Information
Esin Dündar, Mersin University, TurkeyAli Merç, Anadolu University, Turkey
Abstract
This study aims to reveal the extent to which English language teacher education programs in Türkiye equip teacher candidates with the knowledge and skills to integrate technology into their teaching. The participants were 100 English language teacher candidates from 12 state universities in Türkiye and chosen via convenient sampling. The study adopted mixed method design and used “Teacher Preparation Technology Inventory (TPTI)” developed by Riegel (2019) based on International Society for Technology in Education (ISTE) and open-ended survey questions prepared by the researcher. Descriptive statistics were measured for quantitative data while qualitative data were analyzed through the phases of thematic analysis. For each of the subscales, the mean values reflected moderate or occasional engagement in the behavior related to ISTE Standards during the courses they followed within their teacher education program [Learner (M= 3.51), Leader (M= 3.66), Citizen (M= 3.48), Collaborator (M= 3.47), Designer (M= 3.86), Facilitator (M= 3.61), and Analyst (M= 3.51)]. Qualitative findings addressed the need of integrating courses on how to use technology effectively for teacher candidates into their training programs. The study is expected to provide useful feedback on the extent to which prospective teachers are competent in preparing technology-based activities, and therefore on the extent to which English teacher education programs and teacher educators' practices comply with the ISTE standards.
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