Analysis of Pre-service Science Teachers' Technological Pedagogical Content Knowledge (TPACK)

A. N. Khasanah; A. Septiyanto; J. Jumadi; I. Wilujeng; E. N. Hidayah

doi:10.21831/jser.v9i1.72907

Analysis of Pre-service Science Teachers' Technological Pedagogical Content Knowledge (TPACK)

A. N. Khasanah, Universitas Sebelas Maret, Indonesia
A. Septiyanto, Universitas Pendidikan Indonesia, Indonesia
J. Jumadi, Universitas Negeri Yogyakarta, Indonesia
I. Wilujeng, Universitas Negeri Yogyakarta, Indonesia
E. N. Hidayah, Madrasah Tsanawiyah Negeri 2 Surakarta, Indonesia

10.21831/jser.v9i1.72907

Abstract

Professional teachers are expected to be able to integrate TPACK into their learning to meet the demands of changing science and technology in the world of education. This study examined the TPACK used by pre-service science teachers, as evidenced by the direct application of preschool field introductions in Indonesia called PLP. The study was a mixed method study using an Explanatory Sequential Design approach. The quantitative data collection instrument employed a survey method for pre-service science teachers participating in PLP. Technical triangulation was used in qualitative data collection instruments, such as observations, interviews, and documents. Data analysis Techniques used descriptive quantitative and qualitative data. The quantitative results showed that the TCK (3.50) and TK (3.43) domains were in the high category, followed by CK (3.24), PK (3.21), TPK (3.17), PCK (3.15), dan TPACK (3.10) in the moderate category. Qualitative evidence suggests that pre-service science teachers used the seven TPACK domains in their learning during PLP, as evidenced by observation, interviews, and documentation. The research has implications for studying longitudinal conducting to track the development of TPACK competencies over time, providing insights into how these skills evolve from training through to professional teaching.

Keywords

Professional teachers, TPACK, Preservice science teachers

Full Text:

PDF

References

Abiodun, T. O., Asanre, A., & Awofala, A. (2023). Acceptance and Perception Toward Using Digital Technology in the Classroom among Students and Teachers in Ogun State, Nigeria. Journal of Science Education Research, 7(2), 114–122. https://doi.org/10.21831/jser.v7i2.64669.

Adov, L., & Mäeots, M. (2021). What can we learn about science teachers’ technology use during the COVID-19 pandemic? Education Sciences, 11(6). https://doi.org/10.3390/educsci11060255.

Agustini, K., Santyasa, I. W., & Ratminingsih, N. M. (2019). Analysis of Competence on “tPACK”: 21st Century Teacher Professional Development. Journal of Physics: Conference Series, 1387(1). https://doi.org/10.1088/1742-6596/1387/1/012035.

Akhwani. (2020). Integration of TPACK as a Basic Framework for 21st Century Learning: An Analysis of Professional Teacher Competencies. Education and Humanities Research, 508, 291–296. https://doi.org/10.2991/assehr.k.201214.251.

Alrwaished, N., Alkandari, A., & Alhashem, F. (2017). Exploring in- and pre-service science and mathematics teachers’ technology, pedagogy, and content knowledge (TPACK): What next? Eurasia Journal of Mathematics, Science and Technology Education, 13(9), 6113–6131. https://doi.org/10.12973/eurasia.2017.01053a.

Chai, C. S., Ng, E. M. W., Li, W., Hong, H. Y., & Koh, J. H. L. (2013). Validating and modeling technological pedagogical content knowledge framework among Asian preservice teachers. Australasian Journal of Educational Technology, 29(1), 41–53. https://doi.org/10.14742/ajet.174.

Cox, S., & Graham, C. R. (2009). Using an Elaborated Model of the TPACK Framework to Analyze and Depict Teacher Knowledge. TechTrends, 53(5), 60–69. https://doi.org/10.1103/PhysRevLett.59.435

Cresswell, J. W., & Clark, V. L. P. (2018). We are designing and conducting mixed-methods research. In HERD: Health Environments Research & Design Journal (third edit, Vol. 12, Issue 1, pp. 164–166). SAGE Publications Ltd. https://doi.org/10.1177/1937586719832223

Dong, Y., Chai, C. S., Sang, G. Y., Koh, J. H. L., & Tsai, C. C. (2015). Exploring the profiles and interplays of pre-service and in-service teachers’ technological pedagogical content knowledge (TPACK) in China. Educational Technology and Society, 18(1), 158–169.

Fogarty, R. (2009). How to Integrate The Curricula. Sage Company.

García-González, E., Jiménez-Fontana, R., & Azcárate, P. (2020). Education for sustainability and the sustainable development goals: Pre-service teachers’ perceptions and knowledge. Sustainability, 12(7741). https://doi.org/10.3390/su12187741

Giatman, M., Siswati, S., & Basri, I. Y. (2020). Online Learning Quality Control in the Pandemic Covid-19 Era in Indonesia. Journal of Nonformal Education, 6(2), 168–175. https://journal.unnes.ac.id/nju/index.php/jne

Harlen, W., & Holroyd, C. (1997). Primary teachers’ understanding of science concepts: Impact on confidence and teaching. International Journal of Science Education, 19(1), 93–105. https://doi.org/10.1080/0950069970190107

Hill, M. (2019). What Is TPACK Theory and How Can It Be Used in the Classroom? https://www.mheducation.ca/blog/what-is-tpack-theory-and-how-can-it-be-used-in-the-classroom/

Irvine, J. (2019). Relationship between teaching experience and teacher effectiveness: Implications for policy decisions. Journal of Instructional Pedagogies, 22(March), 1–19.

Kazempour, M. S. (2014). I can’t teach science! A case study of an elementary pre-service teacher’s intersection of science experiences, beliefs, attitude, and self-efficacy. International Journal of Environmental and Science Education, 9(1), 77–96. https://doi.org/10.12973/ijese.2014.204a

Koehler, M. J., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 9(1), 60–70. https://doi.org/10.1177/002205741319300303

Lyublinskaya, I., & Tournaki, N. (2013). Integrating TPACK Framework into Coursework and its Effect on Changes in TPACK of Pre-Service Special Education Teachers. Proceedings of Society for Information Technology & Teacher Education International Conference 2013, March, 5006–5011.

Manasia, L., Ianos, M. G., & Chicioreanu, T. D. (2020). Pre-service teacher preparedness for fostering education for sustainable development: An empirical analysis of central dimensions of teaching readiness. Sustainability, 12(1), 4–6. https://doi.org/10.3390/SU12010166

Nuangchalerm, P. (2020). Tpack in ASEAN perspectives: A case study on Thai pre-service teacher. International Journal of Evaluation and Research in Education, 9(4), 993–999. https://doi.org/10.11591/ijere.v9i4.20700

OECD. (2013). Teachers’ Pedagogical Knowledge and the Teaching Profession: Background Report and Project Objectives.

Pyöriä, P., Ojala, S., Saari, T., & Järvinen, K.-M. (2017). The Millennial Generation: A New Breed of Labour? SAGE Open, 307–321. https://doi.org/10.1177/2158244017697158

Riandi, R., Apriliana, V., & Purwianingsih, W. (2018). The Analysis of 21st Century Teachers’ Ability in Technological Pedagogical Content Knowledge. Atlantis Press, 212. https://doi.org/10.2991/icei-18.2018.60

Ruggiero, D., & Mong, C. J. (2015). The teacher technology integration experience: Practice and reflection in the classroom. Journal of Information Technology Education: Research, 14(2015), 161–178. https://doi.org/10.28945/2227

Sahin, I., Celik, I., Akturk, A. O., & Aydin, M. (2013). Analysis of Relationships between Technological Pedagogical Content Knowledge and Educational Internet Use. Journal of Digital Learning in Teacher Education, 29(4). https://files.eric.ed.gov/fulltext/EJ1010761.pdf

Santos, J. M., & Castro, R. D. R. (2021). Technological Pedagogical content knowledge (TPACK) in action: Application of learning in the classroom by pre-service teachers (PST). Social Sciences & Humanities Open, 3(1), 100110. https://doi.org/10.1016/j.ssaho.2021.100110

Septiyanto, A., Widodo, A., & Prima, E. C. (2024). Elementary Teachers ’ Science Background and Its Impact on Their Science Teaching. Acta Scientiae, 26(1), 205–232. https://doi.org/10.17648/acta.scientiae.7889

Shin, W. S., Han, I., & Kim, I. (2014). Teachers’ technology use and the change of their pedagogical beliefs in the Korean educational context. International Education Studies, 7(8), 11–22. https://doi.org/10.5539/ies.v7n8p11

Sojanah, J., Suwatno, Kodri, & Machmud, A. (2021). Factors affecting teachers’ technological pedagogical and content knowledge (A survey on economics teacher knowledge). Cakrawala Pendidikan, 40(1), 1–16. https://doi.org/10.21831/cp.v40i1.31035

Sumintono, B., & Widhiarso, W. (2015). Aplikasi Pemodelan Rasch Pada Assesment Pendidikan. Trim Komunikata.

Sundari. (2021). Teacher Problems in the Application of Scientific Approach to Learning during the Covid-19 Pandemic in Elementary School. International Conference on Early and Elementary Education, 2014, 75–84.

Suprapto, N., Sukarmin, S., Puspitawati, R. P., Erman, E., Savitri, D., Ku, C. H., & Mubarok, H. (2021). Research trend on TPACK through bibliometric analysis (2015-2019). International Journal of Evaluation and Research in Education, 10(4), 1375–1385. https://doi.org/10.11591/IJERE.V10I4.22062

Tanak, A. (2020). Designing tpack-based course for preparing student teachers to teach science with technological pedagogical content knowledge. Kasetsart Journal of Social Sciences, 41(1), 53–59. https://doi.org/10.1016/j.kjss.2018.07.012

Voithofer, R., & Nelson, M. J. (2021). Teacher Educator Technology Integration Preparation Practices Around TPACK in the United States. Journal of Teacher Education, 72(3), 314–328. https://doi.org/10.1177/0022487120949842

Waltner, E. M., Scharenberg, K., Hörsch, C., & Rieß, W. (2021). What teachers think and know about education for sustainable development and how they implement it in class. Sustainability, 12(1690). https://doi.org/10.3390/su12041690

Wolff, L. A., Sjöblom, P., Hofman-Bergholm, M., & Palmberg, I. (2017). High performance education fails in sustainability? —a reflection on finnish primary teacher education. Education Sciences, 7(1).

DOI: https://doi.org/10.21831/jser.v9i1.72907