The impact of microteaching course on pre-service chemistry teachers’ confidence in their TPACK

Abstract

As pre-service chemistry teachers, particularly in this digital era, it is crucial to understand and develop skills in the TPACK aspects so that they have a good understanding and skills in integrating technology, pedagogy, and content according to their context and function. The understanding of TPACK must be given since they were before becoming teachers. Although the development of TPACK for pre-service teachers is not easy to achieve, it must be done so that the quality of teachers can be even better. Each teacher can have a different TPACK with other teachers. In addition, the variables such as the subject or lesson, gender, and used technologies can also affect the confidence in pre-service teachers’ TPACK. Therefore, this study aims to determine pre-service chemistry teachers’ confidence in their TPACK after completing Microteaching lectures. The microteaching course is specifically designed to prepare students to be ready to teach in schools. Furthermore, this study also measures the impact of the microteaching course on pre-service chemistry teachers’ TPACK. Data were collected using questionnaires, interviews, and reflective journals. This study indicates that, after completing fully online microteaching lectures, pre-service chemistry teachers are very confident about their TPACK. Besides, students also really feel the impact of microteaching lectures on all aspects of their TPACK.