Pedagogical Content Knowledge Research Articles

Exploring primary school teachers’ idea generation during the STEM instructional design process

ABSTRACT Background Instructional design is essential for the implementation and quality of STEM education. However, it remains challenging to help teachers acquire pedagogical content knowledge and come up with novel instructional design ideas in STEM. education. Purpose Guided by the full-perspective learning theory, this study proposed a conceptual model that was constructed by teaching needs assessment (TNA), internal meditation (IM), external interaction (EI), and idea generation in instructional design (IGID). Sample A total of 1,727 primary school technology teachers (51.8% female, 48.2% male) who had conducted STEM learning activities participated in this study. Design and methods Structural equation modeling was used to verify the relationships between variables. Results The results indicated that (1) TNA, IM, and EI were positively related to IGID; and (2) both IM and EI were positively related to IGID. In addition, through the multiple group analysis, it was observed that there were significant gender differences in the idea generation process. Conclusion The findings implied that male teachers performed better than female teachers in TNA, and were more motivated to seek ideas through IM and EI after TNA. Female teachers were more likely to obtain novel ideas through IM. The research provides some ways to facilitate the acquisition of ideas on STEM instructional design, which can be used to guide course design for instructors and course designers in STEM fields.

Toward a Better Understanding of the Nature of Pedagogical Content Knowledge for Fractions: The Role of Experience

ABSTRACT Mathematical knowledge for teaching (MKT) is a professional knowledge crucial for effective mathematics instruction, encompassing both content knowledge (CK) and pedagogical content knowledge (PCK). The purpose of this study is to investigate the hierarchical structure of PCK for fractions by seeking further evidence for the PCK-Fractions assessment. The PCK-Fractions measure is designed to examine the effectiveness of teacher education program and field experiences in facilitating preservice teachers’ (PSTs) PCK for children’s fraction reasoning in grades 4–6. Emplying165 undergraduate students, the research investigates how different levels of coursework and field experience influence PCK-Fractions scores. Results suggest that both completing coursework in a teacher education program and having grades 4–6 field experience each led to higher PCK-Fractions scores. Additionally, this study provides further evidence supporting the validity of the PCK-Fractions measure as a reliable indicator of PSTs’ proficiency in teaching fractions. Implications for mathematics teacher education and educational research are discussed.

Preservice teachers learning to teach online: Developing teacher leaders.

Technology is woven throughout our daily lives now more than ever. Therefore, teacher education programs need to meet this digital demand and begin to prepare teacher candidates for their future in teaching with technology. Even before COVID-19, K-12 education included virtual schools, therefore, the necessity of preparing teacher candidates for the successful implementation of online instruction are of utmost importance. To meet the needs of their future students, candidates must be prepared to integrate technology into their teaching as well as be prepared to teach online. To prepare 21st century learners, teacher candidates must create learning opportunities for their students to learn with and through technology. The Technological Pedagogical Content Knowledge (TPACK) structure was designed for teachers to understand the relationships between and among technology, pedagogy, and content. The purpose of this research was to revise traditional instruction where the professor models and implements technology tools to allow candidates the opportunity to develop their TPACK in their two years in a teacher education program. To develop the TPACK of teacher candidates, education preparation professionals worked together to design and implement the School of Education, Technology Integration Project. Through this innovative approach developed by a team of professors, the School of Education has changed its’ coursework in all programs to include more online teaching, the inclusion of technology for teaching content, and the use of assistive technology. As a result, student teachers and graduates are reporting that they are now being recognized as teacher technology leaders and are showcasing technology lessons at their schools.

Early Childhood Visual Arts Education: Teachers’ Content Knowledge, Pedagogical Content Knowledge, and Challenges

AbstractIn the past, visual arts education in Hong Kong was not considered an important area of early childhood education. While the Hong Kong kindergarten curriculum has recently been updated to encourage creativity, there remains a lack of adequate visual arts education for young children. This deficiency stems from the fact that the visual arts receive minimal attention within Hong Kong teacher education programs. Little research has been conducted on how visual arts education is actually delivered in local kindergarten classrooms in Hong Kong and what kinds of artistic knowledge and skills kindergarten teachers need. Therefore, this study aimed to investigate kindergarten teachers’ content knowledge and pedagogical content knowledge in early visual arts education (EVAE) and to identify the challenges they faced in teaching visual arts to children. The study surveyed 342 in-service kindergarten teachers in Hong Kong and conducted individual interviews with 12 participants. The findings revealed that Hong Kong kindergarten teachers generally performed well in terms of their pedagogical content knowledge, but they lacked content knowledge in various forms of early visual arts (EVA) and faced challenges in teaching visual arts effectively. This study has the potential to change how early childhood visual arts teaching is conceptualized and taught in Hong Kong and other Asian regions.

Pedagogical Content Knowledge: Analysis of Pancasila and Citizenship Education Teachers on Bhinneka Tunggal Ika Material

The aim of this research is to reveal whether to analyzing the pedagogical content knowledge abilities of PPKn Teachers at SMA Negeri 5 Metro on Bhinneka Tunggal Ika material. This research uses a qualitative method using Danielson's observation sheet which consists of 3 components, namely: 1) teaching knowledge; 2) student knowledge; 3) content knowledge. The objects of this research were 2 class XII PPKn teachers. Data analysis used in this research used Miles interactive method based on observation sheets, interviews and documentation studies. The research results concluded that: 1) the first teacher demonstrated pedagogical content knowledge with good criteria; 2) the second teacher shows pedagogical content knowledge with good enough criteria.

A Short Paper about Fundamental Pedagogical Concepts of Constructivism Theory in Relation to TPACK Framework

The influence of constructivism as a pedagogical theory is mainly concentrated on adult education. Its main concepts stem from significant conclusions coming from other theories related to pedagogical and philosophical school practice. The key point is that knowledge is the desired learning outcome that can be accomplished through active learning participation which is closely related to construct. Also, some basic ideas of constructivism rely on idea-based interactions and ideas produced by learners. Certain aspects of the above-mentioned theory in learning and teaching seem to be very helpful for learners to develop their ideas and achieve learning outcomes. The basic aim of this paper is to examine the influence of Constructivism on adult education by utilising Technological Pedagogical Content Knowledge Framework’s (TPACK) dimensions in learning and teaching everyday practice. A mixed method analysis was conducted which contains a theoretical analysis, and experimentation through a quiz game. Our experimental approach through the quiz game was to study Newtonian physics and specifically the Law of Gravitation and the 2nd Law of Motion, finding that the mass terms cancel, and ending up making a prediction that all objects fall at the same rate. The experiment would then involve verifying the prediction and explaining any deviations from the prediction in terms of the intuitive idea of air resistance. The findings showed that students after answering the quizzes of the quiz game, were able to discuss their results using logical argument as opposed to when they did the experiment before the theory and their discussion was little more than guesswork. Thus, we could see how students performed on each question and use that information to figure out what needs to be readdressed or retaught.

The Effect of Technological Pedagogical Content Knowledge (TPACK) on Rural Area Students’ English Writing

This research was conducted to examine the impact of the Technological Pedagogical Content Knowledge (TPACK) and Direct Learning (DL) model on the learning outcomes of students in rural areas concerning English descriptive text composition. The models introduced a meaningful learning experience within conventional classroom settings, enabling students to connect prior knowledge with new information in creating innovative ideas. TPACK model played an essential role in the educational system, facilitating teachers in integrating technological, pedagogical, and content knowledge throughout the instructional process. Therefore, students became more engaged, active, and enthusiastic participants in their learning. An authentic experimental and control group design was carried out in two parallel classes at a senior high school. Meanwhile, ANOVA Factorial (2-way ANOVA) was used to analyze the data. The results showed that the learning outcomes of TPACK were significantly different from those of the DL group. Therefore, TPACK substantially affected the learning outcomes of students in writing English descriptive text. This research reported the valuable contribution of the model in equipping future teachers with the knowledge necessary to integrate content, learning theories, teaching models, methods, and technology into their instructional practices.

Pre‐service teachers' inclination to integrate AI into STEM education: Analysis of influencing factors

AbstractIn the ever‐evolving AI‐driven education, integrating AI technologies into teaching practices has become increasingly imperative for aspiring STEM educators. Yet, there remains a dearth of studies exploring pre‐service STEM teachers' readiness to incorporate AI into their teaching practices. This study examined the factors influencing teachers' willingness to integrate AI (WIAI), especially from the perspective of pre‐service STEM teachers' attitudes towards the application of AI in teaching. In the study, a comprehensive survey was conducted among 239 pre‐service STEM teachers, examining the influences and interconnectedness of Technological Pedagogical Content Knowledge (TPACK), Perceived Usefulness (PU), Perceived Ease of Use (PE), and Self‐Efficacy (SE) on WIAI. Structural Equation Modeling (SEM) was employed for data analysis. The findings illuminated direct influences of TPACK, PU, PE, and SE on WIAI. TPACK was found to directly affect PE, PU, and SE, while PE and PU also directly influenced SE. Further analysis revealed significant mediating roles of PE, PU, and SE in the relationship between TPACK and WIAI, highlighting the presence of a chain mediation effect. In light of these insights, the study offers several recommendations on promoting pre‐service STEM teachers' willingness to integrate AI into their teaching practices. Practitioner notesWhat is already known about this topic? The potential of AI technologies to enrich learning experiences and improve outcomes in STEM education has been recognized. Pre‐service teachers' willingness to integrate AI into teaching practice is crucial for shaping the future learning environment. The TAM and TPACK frameworks are used to analyse teacher factors in technology‐supported learning environments. Few studies have been conducted for examining factors of pre‐service teachers' willingness to integrate AI into teaching practices in the context of STEM education. What this paper adds? A survey was designed and developed for exploring pre‐service STEM teachers' WIAI and its relationships with factors including TPACK, PE, PU, and SE. TPACK, SE, PU, and PE have direct impact on pre‐service STEM teachers' WIAI. SE, PU, and PE have been identified as mediating variables in the relationship between TPACK and WIAI. Two sequential mediation effects, TPACK → PE → SE → WIAI and TPACK → PU → SE → WIAI, among pre‐service STEM teachers were further identified. Implications of this study for practice and/or policy Pre‐service STEM teachers are encouraged to explore and utilize AI technology to enhance their confidence and self‐efficacy in integrating AI into teaching practices. Showcasing successful cases and practical experiences is essential for fostering awareness of AI integration in STEM education. It is recommended to introduce AI education courses in teacher training programs. Offering internship and practicum opportunities related to AI technologies can enhance their practical skills in integrating AI into education.

Influence of Teacher Training Programs on Quality of Education in South Africa

Purpose: The aim of the study was to investigate the influence of teacher training programs on quality of education in South Africa. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Enhanced teacher training programs in South Africa significantly improve educational outcomes, particularly in math and science. However, disparities in training quality across regions impact effectiveness. Standardizing high-quality training is crucial for boosting educational standards nationwide. Unique Contribution to Theory, Practice and Policy: Pedagogical content knowledge (PCK), transformative learning theory & social constructivism may be used to anchor future studies on influence of teacher training programs on quality of education in South Africa. Facilitates the development of teaching materials that reflect local realities, which can improve student comprehension and retention. Promotes policies that require teacher training programs to include a significant component of local content, ensuring education is contextually relevant.

Evaluating teaching readiness using the TPACK model: factor, reliability and validity analyses for Indonesian economics teacher candidates

Introduction. The preparedness of future economics teachers matters as it affects the quality of education, student results, workforce training, critical thinking abilities, global mindset, college prep, and adjustment to shifting economies. The future generation needs educated people to act as members of society and the world economy; hence, it requires a cadre of trained economists and teachers and is significantly shaped by intrinsic factors such as technological, pedagogical, and content knowledge (TPACK). This study refines and validates a measurement instrument to reliably and validity assess the essential competencies of these teachers, tailored to meet the evolving standards of economics education. Materials and Methods. The study used an online questionnaire with a purposive sample of 100 pre-service economics educators from Indonesia for Explanatory Factor Analysis (EFA) and 389 samples for Confirmatory Factor Analysis (CFA), all of whom had completed their teaching practicums. Then, statistical analysis was conducted using EFA in SPSS and CFA in AMOS. The EFA was employed to determine how well the instrument’s items capture the components of the TPACK framework and their relevance to the prospective teachers’ readiness for professional practice post-graduation. The CFA is Performed to guarantee that each variable analyzed has the validity of the configuration and the reliability of the construct as needed and is used to establish the extent to which the measured variable may represent the construct or variable that has previously been considered. Results. This study first developed seven factors, namely Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and Technological, Pedagogical and Content Knowledge (TPACK), consisting of 39 items. However, four items were removed because their factor loading was below 0.50. As a result, 35 items were retained as the factor loading was significantly greater than .50. The Cronbach's alpha value for each item of the TPACK construct was > .60 and met all the criteria of goodness of fit index, which means that it meets the requirements and can measure the TPACK construct in measuring job readiness of prospective teachers in Indonesia. As this study fulfills the requirements of validity and reliability of the constructs that lead to TPACK, the results of this study will help prospective teachers prepare themselves to become professional economics teachers. Conclusion. The teaching readiness of prospective teachers can be assessed using valid and reliable tools such as EFA in pilot testing and CFA in large-scale analysis assessments of the TPACK construct with 35 question items.

TPACK competence of mathematics education students in designing constructivist learning

The problem and the aim of the study. This study examines mathematics education students' TPACK (Technological Pedagogical Content Knowledge) and constructivist learning skills. The major issue is mathematical education students' ability to integrate technology, pedagogical expertise, and mathematical content knowledge in a constructivist learning setting. The study topics include how well students employ constructivist ideas in learning design, how technology supports mathematics learning, and what variables impact their TPACK abilities. By studying it more, this research may help enhance the mathematics education curriculum and teacher training to meet 21st-century education needs. Research methods. Qualitative case study research is used in this work. 23 students of the mathematics education program at Universitas Negeri Surabaya were selected. After observing students in constructivist mathematics learning design activities, in-depth interviews were conducted to understand better their views on TPACK and the constructivist approach, and their learning plans were analyzed. Students' TPACK abilities in constructivist learning will be assessed using thematic and triangulated data analysis. The research findings may help explain the problems and opportunities of constructing a mathematics education curriculum, particularly when merging TPACK and constructivist techniques. Results. The average TPACK competency of math education students is 78.4%, according to studies. According to the TPACK component analysis, students scored 85.2% on the Technology Knowledge Test (TK), 79.6% on the Pedagogical Knowledge Test (PK), and 75.8% on the Content Knowledge Test (CK). However, CK component proficiency varied, suggesting mathematical content knowledge should be improved. In-depth interviews showed that students with formal educational technology training or courses had higher TPACK ratings (M = 82.1%) than those without (M = 76.3%). These data show that formal education and training improve TPACK abilities. To optimize the constructivist method, the CK component must be improved. This research shows that technology integration and mathematics subject mastery are crucial to constructivist learning curricula and training programs for mathematics education students. Conclusion. The constructivist learning TPACK skills of mathematics education students are examined in this study. Students demonstrated technology integration, instructional competency, and mathematical topic knowledge with an average TPACK score of 78.4%. According to TPACK component analysis, pupils have good technical skills (TK) but varied mathematics topic knowledge. TPACK scores are higher for technology education students, demonstrating the role of formal learning in competency. These findings show that CK needs to include constructivism better. In conclusion, comprehensive training and mathematical content additions can improve students' TPACK skills, enabling constructivist technology usage. These insights may assist in improving mathematics curriculum and training.

The Effect of Training Program Based on Instructional Practices According to the (NCTM) Standards on Improving the Pedagogical Knowledge among Mathematics Teachers in Jordan

The current study aims at revealing the effect of a training program based on teaching practices according to NCTM standards in improving the pedagogical knowledge of mathematics teachers. The study followed the semi- experimental method. To achieve the aims of the research, a training program that is based on the standards of NCTM was designed. The program consists of eight packages which are (Establish mathematics goals to focus learning, implement tasks that promote reasoning and problem solving, Use and connect mathematical representations, facilitate meaningful mathematical discourse, pose purposeful questions, build procedural FLuency from conceptual understanding, support productive struggle in learning mathematics, Elicit and use evidence of student thinking). After confirming the validity of the tool, a sample of (20) male and female teachers from Deir Ala Directorate of Education in the academic year 2020-2021.To reveal the effectiveness of the program, a test in pedagogical knowledge was prepared. The test consists of six respects which are identification of mathematics content, the pedagogical knowledge of the mathematical content and knowing students' thinking.  The test validity and reliability were checked. The results of the study showed that there were statistically significant differences between measuring averages in the post application of the test. These results were pro- sample in all dimensions and in the total degree. Depending on these results, the study asserted the necessity for the training department in the Jordanian Ministry of Education to benefit from the suggested and used program in the study to focus more on the teaching practices.

KOMIK 3D NUSANTARA BERBASIS TECHNOLOGY PEDAGOGICAL CONTENT KNOWLEDGE UNTUK MENINGKATKAN KEMAMPUAN ARITMETIKA SOSIAL SISWA TUNAGRAHITA

The aim of this research is to overcome the problem of mental retardation in developing mathematical potential and talent, especially abilities in social arithmetic by providing learning media adapted to the characteristics of mentally retarded students in the form of 3D comics with Indonesian cultural nuances based Technology Pedagogical Content Knowledge (TPACK) assisted by money pyramid media. This is because 11 of the 13 students are still not familiar with the new currency issued by Bank Indonesia, making it difficult for them to spend money. 3D comic media contains stories about traveling to three places in the archipelago which include Bali, Yogyakarta and Bogor, the embossed effect on the paper gives a three-dimensional impression so that it attracts the attention of mentally retarded students to learn using 3D Comics. The money pyramid media is used as the initial foundation for introducing money from one thousand to one hundred thousand denominations to mentally retarded students. The subjects in this research were 13 mentally retarded students in class X C using research methods in the form of experiments. Based on the results of research conducted using data processing, it was found that there were differences in the learning outcomes of mentally retarded students before and after being given treatment in the form of using 3D comic media with nuances of Indonesian culture and money pyramids. The amount of effectiveness in using media influences the learning outcomes of mentally retarded students by 67% in the quite effective category.

Pre-Service Teachers’ GenAI Anxiety, Technology Self-Efficacy, and TPACK: Their Structural Relations with Behavioral Intention to Design GenAI-Assisted Teaching

Generative artificial intelligence (GenAI) has taken educational settings by storm in the past year due to its transformative ability to impact school education. It is crucial to investigate pre-service teachers’ viewpoints to effectively incorporate GenAI tools into their instructional practices. Data gathered from 606 pre-service teachers were analyzed to explore the predictors of behavioral intention to design Gen AI-assisted teaching. Based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model, this research integrates multiple variables such as Technological Pedagogical Content Knowledge (TPACK), GenAI anxiety, and technology self-efficacy. Our findings revealed that GenAI anxiety, social influence, and performance expectancy significantly predicted pre-service teachers’ behavioral intention to design GenAI-assisted teaching. However, effort expectancy and facilitating conditions were not statistically associated with pre-service teachers’ behavioral intentions. These findings offer significant insights into the intricate relationships between predictors that influence pre-service teachers’ perspectives and intentions regarding GenAI technology.

Investigating the Relationship between Digital Literacy and TPACK Levels of Pre-Service English Teachers

This mixed methods study explores the correlation between digital literacy and Technological Pedagogical Content Knowledge (TPACK) among pre-service English teachers at a Turkish state university. With 118 junior and senior participants, the study employs the Digital Literacy Scale and TPACK-Deep Scale for quantitative data, supplemented by focus group interviews for qualitative insights. Overall, pre-service teachers exhibited high TPACK and digital literacy levels, except for a medium proficiency level. Females scored higher in ethics. Significant differences emerged among participants with and without educational technology training, impacting digital literacy, TPACK, exertion, and proficiency. Pearson correlation analysis established a positive relationship between digital literacy and TPACK, with regression analysis identifying digital literacy as a predictor of TPACK. Qualitative findings underscore pre-service EFL teachers' perceptions of digital competence and TPACK. digital literacy ,TPACK, digital competence , pre-service English teachers

Bridging the Gap: The Reality of Digital Technology Integration by Indonesian Pre-service EFL Teachers

Background: This research investigates the integration of digital technology into teaching practices among pre-service English as a Foreign Language (EFL) teachers in Indonesia, using the Technological Pedagogical Content Knowledge (TPACK) framework. The exploration focuses on the contextual challenges and limited technological infrastructure that hinder effective technology use during teaching practicums. Methodology: Employing a qualitative case study design, the research involved six pre-service teachers from three junior high schools in Indonesia. Data were collected through Video-Stimulated Recall (VSR) interviews, direct observations, and analysis of teaching materials, including lesson plans and multimedia resources used in classroom settings. Findings: The findings reveal that while pre-service teachers were theoretically prepared for integrating technology into education, practical implementation was often compromised by infrastructural deficiencies. Teachers frequently encountered issues such as insufficient internet access and lack of support from supervisory staff, which forced them to rely on basic and offline technological tools despite their preparedness to employ more sophisticated resources. Conclusion: The research underscores a significant gap between the theoretical training provided by teacher education programs and the practical realities in Indonesian schools. It suggests that enhancing technological infrastructure and mentorship in these settings is crucial to effectively translate pedagogical and content knowledge into technology-integrated teaching practices. Originality: This research contributes to the field by highlighting the specific challenges faced by pre-service teachers in developing countries like Indonesia and provides empirical evidence on the discrepancies between their training and actual teaching experiences. The study advocates for an integrated approach in teacher education that aligns theoretical knowledge with practical abilities to navigate technological constraints

Navigating the Digital Shift: Unveiling the TPACK Landscape among EFL Educators in Indonesia

Background: Enhancing English language learning activities can be achieved by integrating Technological Pedagogical Content Knowledge (TPACK). However, not all EFL teachers, particularly those participating in Indonesia's Teacher Professional Education Program (PPG), effectively harness TPACK to optimize their teaching methods. This study aims to explore TPACK proficiency among EFL teachers, emphasizing the disparities influenced by gender and school status, to guide targeted professional development strategies. Methodology: This study, conducted in 2023, was carried out by English Language Education study program lecturers who teach in the PPG. It employed a mixed-method study to investigate TPACK mastery among 285 EFL teachers. A comprehensive research questionnaire was developed and administered to assess TPACK proficiency, focusing on gender and school status as potential differentiators. Findings:The study delves into integrating TPACK dimensions in EFL teaching, revealing gender-neutral proficiency levels but significant disparities based on school status. While male and female teachers exhibited similar TPACK mastery, state school teachers demonstrated higher proficiency, indicating the influence of school context. Tailored professional development initiatives are crucial to address these disparities and foster effective technology integration in ELT, necessitating collaborative efforts among stakeholders to overcome challenges and promote innovative pedagogical practices conducive to modern learning environments. Conclusion:This study illuminates EFL teachers' TPACK mastery and obstacles and prospects. While ICT integration is difficult, the TPACK framework offers potential ways to create engaging learning environments. Successful implementation requires overcoming instructional challenges and maintaining stakeholder support. To maximize teaching and learning, educators must adapt their methods to technology. Originality: The study fills a knowledge gap by examining EFL teachers' TPACK proficiency, providing insights into gender and school status differences, and insights on challenges and opportunities. Given the prevalent use of technology in education, it is imperative to assess TPACK among professionally employed EFL teachers

The relationship between opportunities to learn in teacher education and Chinese preservice teachers’ professional competence

ABSTRACT Although research on the relationship between opportunities to learn (OTL) in teacher preparation and preservice teachers’ learning outcomes, including aspects of their knowledge, has significantly increased in recent years, the relationship between OTL and preservice secondary school teachers’ cognitive competence and, particularly, the situated aspect of competence, in Mainland China remain poorly understood. This paper examines this association based on a study involving 583 preservice teachers chosen from four preservice teacher education institutions. The results revealed that the preservice teachers received adequate OTL in various domains, such as tertiary-level mathematics and mathematics education pedagogy. However, mainly due to the influence of academically oriented teacher preparation models in Mainland China, there were quite weak overall connections between OTL and the four examined aspects of teachers’ professional competence (mathematics content knowledge, mathematics pedagogical content knowledge, a mathematics instruction-related perspective on noticing, and a general pedagogy-related classroom perspective on noticing). Comparatively speaking, relatively strong associations existed between OTL in teaching methods, school-based teaching practicums, and the situated aspect of competence (e.g. noticing). These findings show that, to a great degree, initial teacher preparation in Mainland China does not relate closely to preservice teachers’ professional competence.

Developing mathematical knowledge for teaching through lesson planning and technological pedagogical content knowledge among rwandan teacher training college tutors

Developing mathematical knowledge for teaching through lesson planning and technological pedagogical content knowledge among rwandan teacher training college tutors

Online Microteaching: Unveiling Female Pre-service Physics Teachers Technological Pedagogical and Content Knowledge (TPACK)

Global trends show that men dominate physics-related jobs. However, there is a unique phenomenon, especially in Indonesia in the physics teacher education program where there are more female students than male students. This study aims to determine the TPACK of female pre-service physics teachers consisting of 15 pre-service teachers taking microteaching courses and making their online learning videos. The videos were used as a data collection tool. A microteaching observation sheet was used to analyze data obtained from observations with two raters. The observation sheet consisted of 6 aspects which were content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), technological content knowledge (TCK), and technological pedagogical knowledge (TPK) with four indicators for each aspect and the maximum score per aspect is four. The overall TPACK score was obtained by calculating the average of all aspects. Although the overall result of female pre-service physics teachers is 2.1 which is sufficient, technological-related aspects need more concern. The results showed that female pre-service physics teachers lack technological pedagogical knowledge (TPK). On the contrary, they have high pedagogical knowledge (PK). Teacher education programs should provide opportunities for female pre-service teachers to develop their TPACK. Online microteaching can be the key to helping female pre-service physics teachers to integrate technology into their learning. Keywords: microteaching, technological pedagogical and content knowledge (TPACK)