Abstract
The purposes of this study were to identify and describe level of TISE and TPACK as well as relationship between TISE and TPACK of prospective biology teacher 2014 and 2015 batches of UNNES. Quantitative descriptive was chosen as the design for this study. A total of 190 prospective biology teachers 2014 and 2015 batches participated in this study. The instruments used were the Computer Technology Integration Survey from Wang et al., TPACK survey from Pamuk et al. and interview guidelines. The results of this study were most of prospective biology teachers had confidence in integrating technology and knowledge to integrate knowledge of technology, pedagogy and content in teaching biology. Correlation test result showed that most of TISE level of prospective teachers were in line with their TPACK level with correlation coefficient r=0,611 and p<0.05. The conclusions of this study were most of prospective biology teachers had moderate level of TISE and TPACK also there was a significant positive relationship between the level of TISE with TPACK among prospective biology teachers.
Highlights
The technology that has been growing rapidly take an important role in various fields of community activity, education was no exception
Technological Pedagogical and Content Knowledge (TPACK) is a conceptual framework in which technology, pedagogy, and content knowledge interact with each other, was developed by Mishra and Koehler
TPACK consists of seven knowledge subdomains, namely Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Pedagogical Knowledge (PCK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK) and Technological Pedagogical and Content Knowledge (TPACK)
Summary
The technology that has been growing rapidly take an important role in various fields of community activity, education was no exception. In addition to mastering knowledge of pedagogy and content, preferably as prospective teachers need to adapt to the times, including utilizing technology for teaching. It is reinforced in Permenristekdikti No 55 of 2017, Permendiknas No 16 of 2007 about teacher competency standard and Permendikbud No 22 of 2016 on process standard. Research about technology integration model in learning have been developed, one of them is Technological Pedagogical and Content Knowledge (TPACK) (Keser et al, 2015). TPACK is a conceptual framework in which technology, pedagogy, and content knowledge interact with each other, was developed by Mishra and Koehler. TPACK is an extension of the conceptual framework of PCK by Shulman (Mishra and Koehler, 2006). TPACK consists of seven knowledge subdomains, namely Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Pedagogical Knowledge (PCK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK) and Technological Pedagogical and Content Knowledge (TPACK)
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