PRE-SERVICE SCIENCE TEACHERS’ READINESS TO INTEGRATE TECHNOLOGY (AN EXPLORATION TOWARD TPACK IN PRELIMINARY PRACTICAL CONTEXT)

Rika Rafikah Agustin, Liliasari Liliasari

Abstract


The purpose of this study was to capture pre-service science teachers’ Technological Pedagogical Content Knowledge (TPACK) that is demonstrated during preliminary practical context in term of peer teaching program- a course conducted prior to teaching practice. Ten pre-service science teachers were involved in a semester long peer teaching program. Descriptive method was employed with the use of teaching artifacts, observation and self-reported survey for representing the way the participant integrate technology into their teaching. TPACK constructs were defined using relevant literature as frameworks. This study found that TPACK of  pre-service science teachers were still low and is not sufficient for teaching science in junior high school. Furthermore, it is needed several supporting program to prepare pre-service science teachers’ competencies in teaching science with technology. In this case, more sophisticated peer teaching program with better purchase is necessity to improve TPACK competencies of pre-service science teachers.

Keywords


Technology integration; Technological pedagogical content knowledge; Peer teaching program; science teaching artifacts



DOI: http://dx.doi.org/10.18269/jpmipa.v21i2.830

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