Technological pedagogical and content knowledge (TPACK) of in-position teacher profession education (TPE) students of mathematics education

Abstract

Professional teachers must have good Pedagogical Content Knowledge (PCK). The rapid development of technology requires teachers to be able to integrate technology into their PCK, which is described by Technological Pedagogical and Content Knowledge (TPACK). TPACK is a framework that can provide new directions for teachers in solving problems related to technology integration in learning. The TPE program that is being pursued by the government is expected to produce professional teachers who have high competence. The TPE curriculum refers to the principle of an activity-based curriculum that is implemented through the TPACK concept. This study aims to determine the TPACK of TPE students in positions at Syiah Kuala University. This research uses Mixed-Method with sequential explanatory design. Data collected through questionnaires, lesson plans, learning observations, and interviews. The results of this study indicate that the TPE Students' TPACK ability in a position is in the Poor category. TPE students admitted to having good TPACK knowledge, and they can also translate this knowledge into a lesson plan, but it was not carried out well in the learning process. The obstacle for TPE students in implementing TPACK in class was the inadequate availability of facilities at schools. Then the technical knowledge regarding the use of technology was still not owned by students. Students' knowledge in choosing technology that suits mathematics material was also lacking.