Integrated of Technological Pedagogical and Content Knowledge (TPACK) for Pre-Service Science Teachers: Literature Review

Abstract

Teachers in the 21st century are like today at a very rapid technological development. Teachers not only have to master understanding the content of the subject matter but also need skills in using and operating technology in learning. So that we need teachers who can integrate content and pedagogical skills with technology. The TPACK was created as the knowledge that teachers generate simultaneously and are interdependent on content, general pedagogy, technology, and learning context. This study is a literature review on the integration of the technological abilities of pedagogical content knowledge (TPACK) in pre-service science teachers by analyzing journals with the aim of 1) investigating the distribution of journals, 2) investigating the types of journal research in a percentage of %, 3) investigating data collection methods in the journal as a percentage of %, 4) TPACK sub-dimension which is integrated with technology, and 5) the results of research related to pre-service science teacher TPACK, the analysis was carried out on 10 journals. The results of 1) the largest distribution of journals in 2016-2020 the percentage was 80%, 2) the type of research was dominated by quantitative research by 40%, 3) methods data collection for the whole journal using a questionnaire (survey), 4) sub-dimensions of the TPACK framework that integrates with technology, namely TK, TPK, and TCK, 5) technology integration is not influenced by gender differences and will increase through courses or training.