Analysis of Technological Pedagogical Content Knowledge (TPACK) Capabilities of Prospective Chemistry Teachers on Chemical Bonding Materials

Abstract

The education of prospective Chemistry teachers is faced with the issue of integration of content knowledge, pedagogy and technology (TPACK / technological pedagogical content knowledge ). Prospective teachers are expected to become teachers who are skilled in teaching effectively, mastering material (Chemistry content) and able to utilize technology for learning. The purpose of this study is to analyze the ability of TPACK prospective Chemistry teachers in Basic Inorganic Chemistry courses. This research is a descriptive study to describe the ability of TPACK prospective chemistry teachers. The subjects of this study are students of Chemistry Education Study Program who took the Basic Inorganic Chemistry Course in the odd semester 2018/2019. The ability of TPACK teacher candidates is obtained by analyzing the CoR instrument and PaPeR.TPACK in this study includes three main components of teacher knowledge, namely content, pedagogy, and technology. Based on the analysis of CoRe and PaPeR, prospective teachers can arrange big ideas to develop teaching materials 3 to 5 big ideas; Chemistry teacher candidates are good at managing teaching time and have good abilities in choosing learning strategies (85%). There are still 77% of prospective teachers showing difficulties in managing class effectively. In the aspect of mastery of content shows that 62% of prospective teachers have mastery of concepts correctly, while 38% have mastery of concepts that are not exhaustive, and there are those that lead to misconceptions. The use of learning resources based on information technology and computers still need to be maximized because it is still limited in type (power point, video, internet), still few use it (32%), as well as the selection of learning resources and media that are less relevant for the achievement of basic competencies. The conclusion is that the ability of TPACK prospective teachers still needs to be improved in several aspects of mastery of content, pedagogics and technology.

Exploring TPACK skills of prospective teachers and challenges faced in digital technology integration in Pakistan

“…It might be possible because of presence of poor/limited infrastructure of digital technology at their institutions or lack of on hand training for use digital technology and less intervention with practical implication of digital technology in teaching learning process. Therefore, prospective teachers still need to be guided, trained and given facilities through lectures to improve their teaching abilities (Dwiningsih, Poedjiastoeti & Muchlis, 2019). It was also concluded that majority prospective teachers were not satisfied with the level of digital integration in instructions as well as available digital technological infrastructure at their institutions whereas, successful use of digital technology in the classroom required thoughtful integration of digital technology and pedagogical processes during lesson preparation.…”

Analysis of Technological Pedagogical Content Knowledge (TPACK) Ability for Prospective Chemistry Teacher Students and Chemistry Teachers: A Literature Review

“…Research [13] also states that the abilities of prospective TPACK Chemistry teachers still need to be improved in several aspects of content mastery, pedagogy, and technology. Developing TPACK capabilities requires a long process to obtain new sources of skills and knowledge needed to form professional teachers [13].…”

“…Research [13] also states that the abilities of prospective TPACK Chemistry teachers still need to be improved in several aspects of content mastery, pedagogy, and technology. Developing TPACK capabilities requires a long process to obtain new sources of skills and knowledge needed to form professional teachers [13]. The problem that generally arises for prospective teachers who are just starting to carry out learning in the classroom is effective classroom management [13].…”

“…Developing TPACK capabilities requires a long process to obtain new sources of skills and knowledge needed to form professional teachers [13]. The problem that generally arises for prospective teachers who are just starting to carry out learning in the classroom is effective classroom management [13]. Prospective teachers can also not utilize media in learning optimally.…”

“…Prospective teachers can also not utilize media in learning optimally. They have yet to create active interaction between students and the media [13].…”