Technological pedagogical and content knowledge (TPACK) of prospective physics teachers in distance learning: self-perception and video observation

Abstract

Learning from home in the Covid-19 Pandemic period posed a variety of challenges both for teachers and for students. The ability of teachers to utilize technology in learning is very necessary so that distance learning can run effectively. This study aims to determine the self-perceptions and skills of prospective physics teachers in the Technological Pedagogical and Content Knowledge Knowledge (TPACK) framework to support distance learning. This research is a quantitative research. Self-Perceptions were screened using a questionnaire, 128 research subjects were Physics education students in Samarinda, Indonesia. Then, the skills of prospective physics teachers in the TPACK framework to support distance learning were sought through video observations with 30 research subjects from 128 previous students. Based on data analysis, self-perceptions of prospective physics teachers within the TPACK framework in sufficient category. There is a significant difference between the self-perception of prospective physics teachers who have taken computer training and have never taken computer training. The skills of prospective physics teachers in the TPACK framework are also in the sufficient category. Based on this, educational institutions need to increase learning and training for prospective physics teachers to integrate technology in learning so that their TPACK skills can be improved.