Main Article Content
Abstract
Technological Pedagogical and Content Knowledge (TPACK) represents the essential knowledge that teachers must master. TPACK consists of seven dimensions: Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK) and the integration of all these in Technological Pedagogical and Content Knowledge (TPACK). During the COVID-19 pandemic, lectures were shifted online, significantly impacting the TPACK development of pre-service math teachers. This research aims to contribute to the existing literature by examining how online lectures during a pandemic influence the TPACK of pre-service teachers. The study involves assessing the TPACK of 129 pre-service teachers who participated in both online lectures and offline Field Introduction of School activities. A sample of 39 students was selected using stratified random sampling. Data collection instruments included a self-assessment questionnaire, three open-ended questions answered by students, and performance assessments completed by tutors. Despite the challenges posed by online lectures during the pandemic, students demonstrated a good overall proficiency in TPACK, with Technological Knowledge (TK) exhibiting the highest achievement. However, other dimensions of TPACK showed weaker performance, likely due to obstacles encountered during online learning, such as difficulties in delivering material and engaging in online microteaching practices.
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References
- Aini, A. N. (2021, December). The Influence of Mastery of Secondary School Mathematics Material on Students' Self-Efficacy [in Bahasa]. In Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai-Nilai Islami) (Vol. 4, No. 1, pp. 1-6). http://conferences.uin-malang.ac.id/index.php/SIMANIS/article/view/1439/717
- Bueno, R. W. da S., Lieban, D., & Ballejo, C. C. (2021). Mathematics Teachers’ TPACK Development Based on an Online Course with Geogebra. Open Education Studies, 3(1), 110–119. https://doi.org/10.1515/edu-2020-0143
- Cassibba, R., Ferrarello, D., Mammana, M. F., Musso, P., Pennisi, M., & Taranto, E. (2020). Teaching Mathematics at Distance: A Challenge for Universities. Education Sciences, 11(1), 1. https://doi.org/10.3390/educsci11010001
- Chai, C. S., Rahmawati, Y., & Jong, M. S.-Y. (2020). Indonesian Science, Mathematics, and Engineering Preservice Teachers’ Experiences in STEM-TPACK Design-Based Learning. Sustainability, 12(21), 9050. https://doi.org/10.3390/su12219050
- Irfan, M., Kusumaningrum, B., Yulia, Y., & Widodo, S. A. (2020). Challenges During the Pandemic: Use Of E-Learning In Mathematics Learning In Higher Education. Infinity Journal, 9(2), 147. https://doi.org/10.22460/infinity.v9i2.p147-158
- Irwanto, I., Redhana, I. W., & Wahono, B. (2022). Examining Perceptions of Technological Pedagogical Content Knowledge (TPACK): A Perspective from Indonesian Pre-service Teachers. Jurnal Pendidikan IPA Indonesia, 11(1), 142–154. https://doi.org/10.15294/jpii.v11i1.32366
- Johns, C., & Mills, M. (2021). Online Mathematics Tutoring During the COVID-19 Pandemic: Recommendations for Best Practices. PRIMUS, 31(1), 99–117. https://doi.org/10.1080/10511970.2020.1818336
- Juanda, A., Shidiq, A. S., & Nasrudin, D. (2021). Teacher Learning Management: Investigating Biology Teachers PACK to Conduct Learning During the Covid-19 Outbreak. Jurnal Pendidikan IPA Indonesia, 10(1), 48–59. https://doi.org/10.15294/jpii.v10i1.26499
- Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303
- Kokkinos, T. (2022). Student Teachers and Online Microteaching: Overcoming Challenges in the Age of the Pandemic. European Journal of Educational Research, 11(3), 1897–1909. https://doi.org/10.12973/eu-jer.11.3.1897
- Lyublinskaya, I., & Du, X. (2022). Preservice teachers’ TPACK learning trajectories in an online educational technology course. Journal of Research on Technology in Education, 1–18. https://doi.org/10.1080/15391523.2022.2160393
- Marbán, J. M., & Mulenga, E. M. (2019). Pre-service Primary Teachers’ Teaching Styles and Attitudes towards the Use of Technology in Mathematics Classrooms. International Electronic Journal of Mathematics Education, 14(2). https://doi.org/10.29333/iejme/5649
- Mishra, P. (2019). Considering Contextual Knowledge: The TPACK Diagram Gets an Upgrade. Journal of Digital Learning in Teacher Education, 35(2), 76–78. https://doi.org/10.1080/21532974.2019.1588611
- Mutlu, Y., Polat, S., & Alan, S. (2019). Development of preservice mathematics teachers’ TPACK through micro teaching: Teaching the VuStat program. International Journal of Technology in Education and Science (IJTES), 3(2), 107–118. www.ijtes.net
- Perdani, B. U. M., & Andayani, E. S. (2022). The Influence of Technological Pedagogical Content Knowledge (TPACK) on Readiness to Become a Teacher [in Bahasa]. Jurnal Pendidikan Akuntansi Indonesia, 19(2), 99–115. https://doi.org/10.21831/jpai.v19i2.46021
- Rahayu, D. S., & Sulistyawati, E. (2022). Preservice Mathematics Teachers’ Performance and Challenges on Video-Based Microteaching Amid Pandemic. Jurnal Cendekia : Jurnal Pendidikan Matematika, 6(2), 1345–1359. https://doi.org/10.31004/cendekia.v6i2.1034
- Rahmadi, I. F., Hayati, E., & Nursyifa, A. (2020). Comparing Pre-service Civic Education Teachers’ TPACK Confidence Across Course Modes. Research in Social Sciences and Technology, 5(2), 113–133. https://doi.org/10.46303/ressat.05.02.7
- Saralar, I., Işiksal-Bostan, M., & Akyüz, D. (2018). The evaluation of a pre-service mathematics teacher’s TPACK: A case of 3D Shapes with GeoGebra. International Journal for Technology in Mathematics Education, 25(2), 3–21. https://doi.org/10.1564/tme_v25.2.01
- Schult, J., Mahler, N., Fauth, B., & Lindner, M. A. (2022). Did students learn less during the COVID-19 pandemic? Reading and mathematics competencies before and after the first pandemic wave. School Effectiveness and School Improvement, 33(4), 544–563. https://doi.org/10.1080/09243453.2022.2061014
- Syafi’i, A., & Anam, S. (2022). Measuring Indonesian EFL Teachers’ Technological Pedagogical Content Knowledge in The Post-Pandemic Era: Do Demographical Issues Matter? Premise: Journal of English Education, 11(3), 402. https://doi.org/10.24127/pj.v11i3.4574
- Tan, L., Chai, C. S., Deng, F., Zheng, C. P., & Drajati, N. A. (2019). Examining pre-service teachers’ knowledge of teaching multimodal literacies: a validation of a TPACK survey. Educational Media International, 56(4), 285–299. https://doi.org/10.1080/09523987.2019.1681110
- Turmuzi, M., & Kurniawan, E. (2021). eaching Ability of Prospective Mathematics Teachers' Students Reviewed from Technological Pedagogical and Content Knowledge (TPACK) in Micro Teaching Course [in Bahasa]. Jurnal Cendekia : Jurnal Pendidikan Matematika, 5(3), 2484–2498. https://doi.org/10.31004/cendekia.v5i3.881
- Uslu, B., & Güner, P. (2022). TPACK Competency Perceptions of Preservice Mathematics Teachers and Their Views on Use of Technology in Education. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 24(3), 457–468. https://doi.org/10.17556/erziefd.994172
- Wang, W., Schmidt-Crawford, D., & Jin, Y. (2018). Preservice Teachers’ TPACK Development: A Review of Literature. Journal of Digital Learning in Teacher Education, 34(4), 234–258. https://doi.org/10.1080/21532974.2018.1498039
- Zhang, W., & Tang, J. (2021). Teachers’ TPACK Development: A Review of Literature. Open Journal of Social Sciences, 9(7), 367–380. https://doi.org/10.4236/jss.2021.97027
References
Aini, A. N. (2021, December). The Influence of Mastery of Secondary School Mathematics Material on Students' Self-Efficacy [in Bahasa]. In Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai-Nilai Islami) (Vol. 4, No. 1, pp. 1-6). http://conferences.uin-malang.ac.id/index.php/SIMANIS/article/view/1439/717
Bueno, R. W. da S., Lieban, D., & Ballejo, C. C. (2021). Mathematics Teachers’ TPACK Development Based on an Online Course with Geogebra. Open Education Studies, 3(1), 110–119. https://doi.org/10.1515/edu-2020-0143
Cassibba, R., Ferrarello, D., Mammana, M. F., Musso, P., Pennisi, M., & Taranto, E. (2020). Teaching Mathematics at Distance: A Challenge for Universities. Education Sciences, 11(1), 1. https://doi.org/10.3390/educsci11010001
Chai, C. S., Rahmawati, Y., & Jong, M. S.-Y. (2020). Indonesian Science, Mathematics, and Engineering Preservice Teachers’ Experiences in STEM-TPACK Design-Based Learning. Sustainability, 12(21), 9050. https://doi.org/10.3390/su12219050
Irfan, M., Kusumaningrum, B., Yulia, Y., & Widodo, S. A. (2020). Challenges During the Pandemic: Use Of E-Learning In Mathematics Learning In Higher Education. Infinity Journal, 9(2), 147. https://doi.org/10.22460/infinity.v9i2.p147-158
Irwanto, I., Redhana, I. W., & Wahono, B. (2022). Examining Perceptions of Technological Pedagogical Content Knowledge (TPACK): A Perspective from Indonesian Pre-service Teachers. Jurnal Pendidikan IPA Indonesia, 11(1), 142–154. https://doi.org/10.15294/jpii.v11i1.32366
Johns, C., & Mills, M. (2021). Online Mathematics Tutoring During the COVID-19 Pandemic: Recommendations for Best Practices. PRIMUS, 31(1), 99–117. https://doi.org/10.1080/10511970.2020.1818336
Juanda, A., Shidiq, A. S., & Nasrudin, D. (2021). Teacher Learning Management: Investigating Biology Teachers PACK to Conduct Learning During the Covid-19 Outbreak. Jurnal Pendidikan IPA Indonesia, 10(1), 48–59. https://doi.org/10.15294/jpii.v10i1.26499
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303
Kokkinos, T. (2022). Student Teachers and Online Microteaching: Overcoming Challenges in the Age of the Pandemic. European Journal of Educational Research, 11(3), 1897–1909. https://doi.org/10.12973/eu-jer.11.3.1897
Lyublinskaya, I., & Du, X. (2022). Preservice teachers’ TPACK learning trajectories in an online educational technology course. Journal of Research on Technology in Education, 1–18. https://doi.org/10.1080/15391523.2022.2160393
Marbán, J. M., & Mulenga, E. M. (2019). Pre-service Primary Teachers’ Teaching Styles and Attitudes towards the Use of Technology in Mathematics Classrooms. International Electronic Journal of Mathematics Education, 14(2). https://doi.org/10.29333/iejme/5649
Mishra, P. (2019). Considering Contextual Knowledge: The TPACK Diagram Gets an Upgrade. Journal of Digital Learning in Teacher Education, 35(2), 76–78. https://doi.org/10.1080/21532974.2019.1588611
Mutlu, Y., Polat, S., & Alan, S. (2019). Development of preservice mathematics teachers’ TPACK through micro teaching: Teaching the VuStat program. International Journal of Technology in Education and Science (IJTES), 3(2), 107–118. www.ijtes.net
Perdani, B. U. M., & Andayani, E. S. (2022). The Influence of Technological Pedagogical Content Knowledge (TPACK) on Readiness to Become a Teacher [in Bahasa]. Jurnal Pendidikan Akuntansi Indonesia, 19(2), 99–115. https://doi.org/10.21831/jpai.v19i2.46021
Rahayu, D. S., & Sulistyawati, E. (2022). Preservice Mathematics Teachers’ Performance and Challenges on Video-Based Microteaching Amid Pandemic. Jurnal Cendekia : Jurnal Pendidikan Matematika, 6(2), 1345–1359. https://doi.org/10.31004/cendekia.v6i2.1034
Rahmadi, I. F., Hayati, E., & Nursyifa, A. (2020). Comparing Pre-service Civic Education Teachers’ TPACK Confidence Across Course Modes. Research in Social Sciences and Technology, 5(2), 113–133. https://doi.org/10.46303/ressat.05.02.7
Saralar, I., Işiksal-Bostan, M., & Akyüz, D. (2018). The evaluation of a pre-service mathematics teacher’s TPACK: A case of 3D Shapes with GeoGebra. International Journal for Technology in Mathematics Education, 25(2), 3–21. https://doi.org/10.1564/tme_v25.2.01
Schult, J., Mahler, N., Fauth, B., & Lindner, M. A. (2022). Did students learn less during the COVID-19 pandemic? Reading and mathematics competencies before and after the first pandemic wave. School Effectiveness and School Improvement, 33(4), 544–563. https://doi.org/10.1080/09243453.2022.2061014
Syafi’i, A., & Anam, S. (2022). Measuring Indonesian EFL Teachers’ Technological Pedagogical Content Knowledge in The Post-Pandemic Era: Do Demographical Issues Matter? Premise: Journal of English Education, 11(3), 402. https://doi.org/10.24127/pj.v11i3.4574
Tan, L., Chai, C. S., Deng, F., Zheng, C. P., & Drajati, N. A. (2019). Examining pre-service teachers’ knowledge of teaching multimodal literacies: a validation of a TPACK survey. Educational Media International, 56(4), 285–299. https://doi.org/10.1080/09523987.2019.1681110
Turmuzi, M., & Kurniawan, E. (2021). eaching Ability of Prospective Mathematics Teachers' Students Reviewed from Technological Pedagogical and Content Knowledge (TPACK) in Micro Teaching Course [in Bahasa]. Jurnal Cendekia : Jurnal Pendidikan Matematika, 5(3), 2484–2498. https://doi.org/10.31004/cendekia.v5i3.881
Uslu, B., & Güner, P. (2022). TPACK Competency Perceptions of Preservice Mathematics Teachers and Their Views on Use of Technology in Education. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 24(3), 457–468. https://doi.org/10.17556/erziefd.994172
Wang, W., Schmidt-Crawford, D., & Jin, Y. (2018). Preservice Teachers’ TPACK Development: A Review of Literature. Journal of Digital Learning in Teacher Education, 34(4), 234–258. https://doi.org/10.1080/21532974.2018.1498039
Zhang, W., & Tang, J. (2021). Teachers’ TPACK Development: A Review of Literature. Open Journal of Social Sciences, 9(7), 367–380. https://doi.org/10.4236/jss.2021.97027