Design of instrument Technological Pedagogic Content Knowledge (TPACK) for prospective mathematics teachers

Wahyuni, Ika; Zaenuri, Zaenuri; Wardono, .; Sukestiyarno, YL; Waluya, St. Budi; Nuriana,; Aminah, Neneng

doi:10.1088/1742-6596/1918/4/042097

Cited by 5 publications

(5 citation statements)

References 6 publications

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“…Teaching without written preparation will result in ineffective classroom learning [18] because teachers have not thought about what and how the learning process occurs [19]. The ability of teachers to develop lesson plans requires knowledge of learning theory [20], models, strategies, learning methods, and an understanding of evaluation tools [21]. The ability to choose learning theories, models, strategies, learning methods, and question indicators can determine what kind of learning the teacher wants to create [9] so that they expect learning outcomes to include affective, psychomotor, and cognitive aspects [19].…”

Section: Literature Reviewmentioning

confidence: 99%

“…At the implementation stage, observational data on the teaching practice of prospective teachers were obtained in the form of written notes and teaching videos, recordings of researcher interviews with selected subjects, and in the form of video and audio. The research instrument was a questionnaire of willingness to become a respondent, and a teaching observation sheet with TPCK indicators that had been previously researched and had been valid [21] had been adapted to current conditions. Interview guidelines are used to explore processes that require clarity from the results of observations, the results of questionnaires and observations are visible, and all instruments have been validated and declared valid.…”

Section: Educational Technology Application (Ed-tech App)mentioning

confidence: 99%

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A Teaching Practice Design Based on a Computational Thinking Approach for Prospective Math Teachers Using Ed-tech Apps

Aminah

Sukestiyarno

Wardono

et al. 2022

Int. J. Interact. Mob. Technol.

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The pandemic situation forces us to use technology in learning. Likewise, prospective teachers who do field practice must prepare themselves to learn to use technology. So to overcome this, research was conducted to determine the validity, practicality, and responses of prospective teachers to the Computational Thinking (CT) based teaching practice model for mathematics teachers. This study uses Research and Development (R&D) with the ADDIE model, questionnaire validation, practicality questionnaire and teacher candidate response questionnaire used in the study. The results showed that the design of teaching practice based on the CT approach was very feasible to use, marked by the results of validation, practicality and positive responses from prospective teachers to the practice model used, as well as an increase in creativity of teaching practice. We recommend a CT-based teaching practice model using Ed-Tech on a hybrid learning system. This research is still limited to the mathematics department and for future researchers to carry out this practice in other majors in the university environment.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Educational Technology Application (Ed-tech App)mentioning

confidence: 99%

A Teaching Practice Design Based on a Computational Thinking Approach for Prospective Math Teachers Using Ed-tech Apps

Aminah

Sukestiyarno

Wardono

et al. 2022

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

show abstract

“…This is deemed to be a closed teaching methodology that lacks innovation and appeal, and it is tedious due to confining the instructional content to the textbook. As a result, students find it challenging to receive the knowledge that is being imparted to them, leading to a standard of teaching that is less than ideal (Wahyuni et al, 2021). In actual classroom teaching, teachers find it challenging to address students' imbalanced foundational knowledge.…”

Section: Content Knowledge Competency Indicatorsmentioning

confidence: 99%

Exploring Informatizaon Instructional Core Competence of Higher Vocational College Teacher for Professional Development

Xu,

Chen,

Zhang

2024

JESR

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In the dynamic landscape of educational information technology, the proficiency of vocational college teachers in this domain has garnered significant attention due to its rapid evolution. The purpose of this study is to comprehensively explore the foundational aspects of vocational college teachers' competence in information technology instruction. The primary objective is to augment these teachers’ capabilities and foster their professional growth in the realm of information technology teaching. The six pivotal elements rooted in TPACK (Technological Pedagogical Content Knowledge) are analysed using a literature-based approach. These elements encompass technological knowledge, content knowledge, pedagogical knowledge, technological pedagogical knowledge, pedagogical content knowledge, and technological pedagogical content knowledge. The findings illustrate the distinctive contribution of each element to the information technology teaching competence of vocational college teachers, thereby facilitating their holistic professional development. The nuanced enhancement of these competency indicators equips teachers to adeptly navigate the demands of information technology instruction, cultivates their professional prowess, and enables them to deliver the highest-quality educational services. Received: 2 January 2024 / Accepted: 29 February 2024 / Published: 5 March 2024

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“…Instruments are also needed to assess TPACK in pre-service teachers (Schmidt et al, 2009). In this line, some studies are presenting very valid ways of assessing the model (Wahyuni et al, 2021). Other strategies have also been employed to prepare pre-service teachers, such as the Synthesis of Qualitative Data (SQD) model (Tondeur et al, 2019), which considers teacher educators as role models, encourages reflections on the role of technology in education, technology use, collaboration with other teachers, supervised experience, and continuous feedback.…”

Section: Teacher Trainingmentioning

confidence: 99%

Teacher Training for Educational Change: The View of International Experts

et al. 2021

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Digital competence has become a new type of literacy that significantly impacts on people's lives, as it is paramount to their social and occupational integration. In educational institutions, teachers play a major role in developing the digital skills of their students. This study aims to determine the key elements of teacher training in the use of innovative technologies and methodologies with a view to providing alternatives to improve the educational process. The objective is to overcome deficiencies in the training of teachers in new technologies and innovative methodologies. A qualitative study based on interview data is used in two phases. For the first phase research, semi-structured interviews were conducted with eight international education experts from various fields on how best to train teachers. The second phase research involved a text mining analysis of the interview transcripts based on sentiment analysis and word counts using the advanced R statistical programming language. The second phase research was conducted using the R statistical programming language. The interview transcripts were analysed using sentiment analysis and a word cloud. The results reveal that teacher education should be practice-focused and supervised by senior teachers with the aid of students and heads of schools. Moreover, standards should be set to monitor the digital competence of teachers, who should be trained on an ongoing basis to keep them up to date in the use of digital technologies.

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Design of instrument Technological Pedagogic Content Knowledge (TPACK) for prospective mathematics teachers

Cited by 5 publications

References 6 publications

A Teaching Practice Design Based on a Computational Thinking Approach for Prospective Math Teachers Using Ed-tech Apps

A Teaching Practice Design Based on a Computational Thinking Approach for Prospective Math Teachers Using Ed-tech Apps

Exploring Informatizaon Instructional Core Competence of Higher Vocational College Teacher for Professional Development

Teacher Training for Educational Change: The View of International Experts

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