Constructing Technopedagogical Education based on Teacher Competencies in terms of National Standards 1

In literature, there are a number of technology integration models that could be a conceptual framework for effective technology use in the teaching process. One of these models is Technopedagogical education (Technological Pedagogical Content Knowledge (TPACK). The Technopedagogical education model is an integration model based on teacher competencies. However, although there are various studies conducted on this model in literature, there is no research carried out to determine teacher competencies based on the Technopedagogical education model. Depending on this, the purpose of the present study was to determine teacher competencies based on Technopedagogical education. The study was carried out with the qualitative research design. The participants of the study were 24 faculty members. In the study, audio and video recordings, researcher journals and workshop documents were used as the data collection tools. For the analysis of the research data, the techniques of descriptive analysis and inductive analysis were applied. Based on the views of field experts, the obtained results revealed 20 competencies within the framework of six competency fields and 120 performance indicators defining these competencies. The obtained indicators were discussed in line with the related literature. SUMMARY Purpose and significance: In literature, there are a number of technology integration models that could be a conceptual framework for effective technology use in the teaching process. One of these models is Technopedagogical education (Technological Pedagogical Content Knowledge (TPACK). The Technopedagogical education model is an integration model based on teacher competencies. However, although there are various studies conducted on this model in literature, there is no research carried out to determine teacher competencies based on the Technopedagogical education model. Depending on this, the purpose of the present study was to determine teacher competencies based on Technopedagogical education. Methods: The study was carried out with the qualitative research design. The participants of the study were 24 faculty members. The participants were selected using purposeful sampling. In this respect, the purposeful sampling in the study required the participants to be a faculty member, to have attended the symposium on computer education and instructional technologies and to be specialized in the fields of education and technology use. A great majority of the participants were specialized in the field of Computer Education and Instructional Technologies. Also, some of the participants were specialized in such fields as Elementary School Science Teaching, Elementary School Mathematics Teaching, Secondary School Science and Mathematics Teaching and Primary School Teaching. In the study, audio and video recordings, researcher journals and workshop documents were used as the data collection tools. For the analysis of the research data, the techniques of descriptive analysis and inductive analysis were applied. The main themes obtained as a result of the analysis formed the