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A single group pretest-posttest experimental design was used with 100 preservice mathematics teachers from a mathematics instruction course. The Technological Pedagogical Content Knowledge Survey measured self-efficacy, and one-way repeated measures ANOVA tested pre-post differences. Results showed statistically significant improvements overall and across all dimensions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-effect-of-technological-pedagogical-content-knowledge-game-activities-supported-micro-teaching-practices-on-preservice-mathematics-teachers-self-efficacy-perception-levels-study/588883/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-effect-of-technological-pedagogical-content-knowledge-game-activities-supported-micro-teaching-practices-on-preservice-mathematics-teachers-self-efficacy-perception-levels-study/588883.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the study?","Question",{"text":112,"@type":113},"The study examines the effect of TPACK game activities supported by micro-teaching practices on preservice mathematics teachers’ TPACK self-efficacy perception levels.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was self-efficacy measured and analyzed?",{"text":117,"@type":113},"Self-efficacy was measured using the Technological Pedagogical Content Knowledge Survey, and pre-post differences were analyzed with one-way repeated measures ANOVA.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings?",{"text":121,"@type":113},"The analysis found a statistically meaningful difference for the overall survey and for all dimensions, indicating that micro-teaching practices increase preservice teachers’ TPACK self-efficacy.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588883,1792888335,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","THE EFFECT OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE GAME ACTIVITIES SUPPORTED MICRO  \nTEACHING PRACTICES ON PRESERVICE MATHEMATICS TEACHERS’ SELF-EFFICACY PERCEPTION LEVELS1  \nKübraAÇIKGÜL  \nAbstract The purpose of this study is to investigate the effect of Technological Pedagogical Content Knowledge (TPACK) Game activities supported micro-teaching practices on middle school preservice mathematics teachers’ TPACK self-efficacy perception levels. A single group pretest-posttest experimental design was employed. One hundred middle-school preservice mathematics teachers, attending a mathematics instruction course, participated in the study. The Technological Pedagogical Content Knowledge Survey (Șahin, 2011) was used to determine teachers' level of TPACK-measured self-efficacy. One-way Repeated Measures ANOVA was performed to analyze possible differences between teachers' pre and post self-efficacy scores. The result of this analysis demonstrated a statistically meaningful difference for the overall survey as well as for all dimensions of it. These findings suggest that micro-teaching practices do indeed increase preservice teachers' TPACK self-efficacy perception scores.  \nKeyWords: Micro-Teaching Practices, Preservice Mathematics Teacher, TPACK, TPACK Game  \n1. Introduction  \nThe improvements in technology have prominently provided the development of technologies that supported learning and teaching of mathematics (Crompton, 2015) . Hence, the emergence of such technologies that could be integrated in mathematics courses has offered a spectacular potential for reviving and changing mathematics education (Lavicza, 2010) . The potential of such technologies in mathematics education has revealed teachers’ needs for developing technologic tools and innovative learning experiences in order them for ensuring their students to involve in tasks that require higher order thinking skills (Agyei & Voogt, 2014) . However, studies noted that mathematics teachers are not fully prepared to integrate new digital technologies into the mathematics curriculum and are not able to use those technology in their courses in relation to the required proficiency, level, and purpose (Agyei & Voogt, 2011a, and 2011b; Alagic & Pelenz, 2006; Crompton, 2015; Dockendorff & Solar, 2017; Gueudet v& Trouche, 2011; Koh, 2018; Stols & Kriek, 2011; Urban-Woldron, 2013) . To eliminate this negative situation, Stoilescu (2015) emphasized the need for training mathematics teachers about using technological tools effectively in their mathematics lessons. Similarly, many researchers have indicated the need for providing mathematics teachers with experience on integrating technology into their courses and pointed out that teacher education programs should had responsibility for this process (Agyei & Voogt, 2012; Erdoğan & Şahin, 2010; Hacıömeroğlu, Bu, Schoen, & Hohenwarter, 2011; Kafyulilo, 2010; Niess, 2005) . With regards to this responsibility, it is necessary to understand how teacher education programs should be planned and implemented (Erdoğan & Şahin, 2010) .  \n1 The findings ofthe research were presented as an oral paper at the International Instructional Technologies & Teacher Education Symposium (ITTES 2018), held on 12-14 September 2018 in Edirne, Turkey  \nAs a result of the necessity and efforts spent for training teachers who can effectively use technology in an interesting and innovative way in their classrooms have enabled the integration of various technology related models into the teacher education programs (Abbitt, 2011) . One of the best known and widely used of these models is the Technological Pedagogical Content Knowledge (TPACK) that is presented by Mishra and Koehler (2006) as a theoretical framework for explaining the teacher knowledge required for technology integration (Baran, Canbazoğlu Bilici, Albayrak Sari, & Tondeur, 2017; Stoilescu, 2011) . TPACK is a theoretical framework that makes it necessary to understand content, pedagogy, an","cbCaibf2v267Pf1r","https://ap.wps.com/l/cbCaibf2v267Pf1r","pdf",501579,17,"English","# Introduction\n## Development of preservice mathematics teachers' TPACK in teacher education programs","[{\"question\":\"What is the purpose of the study?\",\"answer\":\"The study examines the effect of TPACK game activities supported by micro-teaching practices on preservice mathematics teachers’ TPACK self-efficacy perception levels.\"},{\"question\":\"How was self-efficacy measured and analyzed?\",\"answer\":\"Self-efficacy was measured using the Technological Pedagogical Content Knowledge Survey, and pre-post differences were analyzed with one-way repeated measures ANOVA.\"},{\"question\":\"What were the main findings?\",\"answer\":\"The analysis found a statistically meaningful difference for the overall survey and for all dimensions, indicating that micro-teaching practices increase preservice teachers’ TPACK self-efficacy.\"}]","THE EFFECT OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE GAME ACTIVITIES SUPPORTED MICRO TEACHING PRACTICES ON PRESERVICE MATHEMATICS TEACHERS’ SELF-EFFICACY PERCEPTION LEVELS - Study | PDF",1792066121,43]