Investigation of chemistry preservice teachers' understanding of technological, pedagogical, and content knowledge (TPACK)

Abstract

The TPACK framework can be used by teachers to improve their competence in teaching students to face the challenges of the globalization era. TPACK is an important quality that connects teacher knowledge between content, pedagogy, and technology. TPACK consists of 7 components, namely Knowledge Technology (TK), Knowledge Content (CK), Pedagogical Knowledge (PK), Pedagogical Knowledge Content (PCK), Knowledge Content Technology (TCK), Pedagogical Knowledge Technology (TPK) and TPACK. The integration of content, pedagogy, and technology in learning is still lacking. The purpose of this study was to investigate the understanding of the chemistry preservice teacher about TPACK. A total of 105 pre-service chemistry teachers who have received chemistry learning planning courses. Data sources are provided for open questions, surveys, and interviews. Qualitative data analysis revealed that preservice chemistry teachers did not understand TPACK. The findings of this study can help to design learning strategies to develop teaching abilities with the TPACK framework of chemistry preservice teachers in their teaching practices.