Possible links between Indonesian science teacher’s TPACK perception and demographic factors: Self-reported survey

Abstract

TPACK is a trending teacher expertise framework for teaching using digital technology. However, not many studies have revealed the relationship of the seven TPACK factors with demographic factors. This study aimed to determine the effect of gender, teaching experience, place of teaching, and level of education on the perception of TPACK for science teachers. A total of 1,357 high school science teachers were involved in this research. The survey data were analyzed using the Mann-Whitney U and Kruskal-Wallis tests. Overall results show that gender influences the perception of TPACK. On the teaching experience factor, teachers with less than five years of teaching experience have higher perceptions of TK, TPK, TCK, and TPACK. The teacher's workplace significantly differs in perceptions of TK and TCK. Regarding education level, teachers with a master's degree education have a higher and significantly higher TPACK perception than teachers with a bachelor's degree.

Technological Pedagogical Content Knowledge (TPACK) for Preservice Biology Teachers: Two Insights More Promising

“…Solving complex interdisciplinary problems requires preservice biology teachers to understand what connections exist across disciplines and how to make those connections (Ibrohim et al, 2022). Preparing future biology teachers without teaching them experience with technology will cause them challenges to survive in a competitive environment (Aisya et al, 2023;Badri̇ah et al, 2023;Butarbutar et al, 2022).…”

Technological pedagogical content knowledge self-efficacy of pre-service science and mathematics teachers: A comparative study between two Zambian universities

“…According to Ibrohim et al (2022), investigating the competency of teachers is needed to improve the quality of training provided to teachers. In most African countries, Zambia inclusive, teacher training programs do not equip upcoming teachers with the necessary skills for teaching effectively with technology (Kafyulilo et al, 2016;Yeh et al, 2014).…”

“…Thus, assessing TPACK selfefficacy will help to highlight the pre-service teachers' competency in technology integration and has potential to improve the training they are receiving at university regarding integration of technology in classroom instruction. However, there is inadequate research being conducted to assess the pre-service teachers self-efficacy about technology integration in classroom instructions (Ibrohim et al, 2022).…”

“…According to Kartal and Afcan (2017), there are few studies, which have examined the relationship between demographic variables and TPACK perceptions of teachers. The information on the relationship between demographic variables and TPACK perceptions of preservice science and mathematics teachers can be used by universities to create appropriate training programs for teachers (Ibrohim et al, 2022).…”

Systematic Literature Review: TPACK-Integrated Design Thinking in Education

“…So, the Design thinking model is very necessary to be applied in learning TPACK is one of the learning models that can be integrated with Design thinking. TPACK is a science that has to do with the correct application of technology by combining the right knowledge or content (Hayani & Sutama, 2022;Ibrohim et al, 2022 ;Suprapto et al, 2021;Suharyat et al, 2022;Shi & Jiang, 2022). The Technological Pedagogical Content Knowledge (TPACK) approach is very helpful for teachers in improving professionalism in teaching.…”