The synthesis of qualitative evidence-based learning by design model to improve TPACK of prospective mathematics teacher

Abstract

Teachers in the 21st century are required to have the ability to integrate technology for content knowledge and teaching strategies known as TPACK. 21st-century teachers must have the knowledge and skills to use various technological tools, both traditional and modern, to facilitate learning and improve learning outcomes. For this reason, it is necessary to prepare prospective teachers who have the knowledge and skills to integrate technology into education. This research aims to design a learning model to develop TPACK of prospective elementary teachers in mathematics learning. This literature study is based on related articles or books and analyzed to formulate applicable learning models. The results showed that The synthesis of qualitative evidence-based learning by design could improve the TPACK of prospective teachers. Because it provides an authentic context to learn about educational technology by starting from the difficulties of students. Also, it enhances prospective teachers’ self-regulated learning and collaboration.