Self-Efficacies of Prospective Mathematic Teachers’ Technological Pedagogical Content Knowledge (TPACK)

Gaguk Resbiantoro(1*)

(1) STKIP PGRI Tulungagung
(*) Corresponding Author

Abstract

The purpose of this research was to describe the general self-efficacies of prospective teachers about TPACK; based on gender and the types of internship school. This study was conducted to 55 prospective teachers that had finished their internship program at 18 schools, junior high schools, senior high schools, and vocational high schools. Data were collected through questionnaires, observations, and interviews. Questionnaires consist of statements on each TPACK component with the rating scale of 0-10. The result showed that self-efficacies of each TPACK component are 6,97 for TK, 5,71 for CK; 6,49 for PK; 6,95 for PCK; 6,38 for TCK; 6,05 for TPK; and 5,90 for TPACK; there are significant differences self-efficacies at TK and PCK component between male and female of prospective teachers, with the female one have a higher self-efficacies than the male one; there are significant difference self-efficacies at CK and TPACK component between the prospective teacher that have done an internship program at junior high schools, senior high schools, and vocational high schools.

Keywords

technological pedagogical content knowledge, self-efficacy

Full Text:

PDF

References

Akman, O. and, & Guven, C. 2015. Analysis of TPACK Self-Efficacy Perception Levels of Social Studies Teachers and Pre-Service Teachers. International Journal of Contemporary Educational Research, 2(1), 1–12.

Angeli, C., & Valanides, N. 2009. Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers and Education, 52(1), 154–168.

Aquino, A. B. 2015. Self-efficacy on Technological , Pedagogical and Content Knowledge (TPACK) of Biological Science Pre-Service Teachers. Asia Pacific Journal of Multidisciplinary Research, 3(4), 150–157.

Aslan-tutak, F., & Adams, T. L. 2015. A Study of Geometry Content Knowledge of Elementary Preservice Teachers. International Electronic Journal of Elementary Education, 7(3), 301–318.

Bandura, A. 1977. Self-efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191–215.

Bandura, A. 1999. Social Cognitive Theory: An Agentic Perspective. Asian Journal of Social Psychology, 2, 21–41.

Bandura, A. 2006. Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-Efficacy Beliefs of Adolescents (pp. 307–337). Greenwich: Information Age Publishing.

Benson, S. N. K., Ward, C. L., & Liang, X. 2015. The Essential Role of Pedagogical Knowledge in Technology Integration for Transformative Teaching and Learning. In C. Angeli & N. Valanides (Eds.), Technological Pedagogical Content Knowledge: Exploring, Developing, and Assessing TPCK (pp. 3–18). New York: Springer Science+Business Media.

Benton-Borghi, B. H. 2015. Intersection and Impact of Universal Design for Learning (UDL) and Technological, Pedagogical, and Content Knowledge (TPACK) on Twenty-First Century Teacher Preparation: UDL-Infused TPACK Practitioner’s Model. In C. Angeli & N. Valanides (Eds.), Technological Pedagogical Content Knowledge: Exploring, Developing, and Assessing TPCK (pp. 287–304). New York: Springer Science+Business Media.

Betül, T., & Mehmet Fatih, T. 2011. In-Service Science Teachers’ Technological Pedagogical Content Knowledge Confidences and Views about Technology-Rich Environments. CEPS Journal : Center for Educational Policy Studies Journal, 1(4), 11.

Chai, C. S., Koh, J. H. L., Tsai, C.-C., & Tan, L. L. W. 2011. Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers and Education, 57(1), 1184–1193.

Chan, D. W. 2001. Characteristics and competencies of teachers of gifted learners: The Hong Kong teacher perspective. Roeper Review, 33(3), 160–169.

Creswell, J. W. 2012. Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Educational Research (4th ed., Vol. 4). Washington, D.C.: SAGE Publications.

Delahunty, J. 2016. Book Review: Fostering Self-Efficacy in Higher Education Students. Journal of University Teaching & Learning Practice, 13(1).

Dicke, T., Parker, P. D., Marsh, H. W., Kunter, M., Schmeck, A., & Leutner, D. 2014. Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A Moderated mediation analysis of teacher candidates. Journal of Educational Psychology, 106(2), 569–583.

Eng, T. S. 2005. The impact of ICT on learning: A review of research. International Education Journal, 6(5), 635–650. Retrieved from http://iej.cjb.net

Erdogan, A., & Sahin, I. 2010. Relationship between math teacher candidates ’ Technological Pedagogical And Content Knowledge ( TPACK ) and achievement levels. Procedia Social and Behavioral Sciences, 2(2), 2707–2711.

Fennema, E., & Franke, M. 1992. Teachers’ knowledge and its impact. In D. A. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning. New York: Macmillan Publishing.

Fu, J. S. 2013. ICT in Education: A Critical Literature Review and Its Implications. International Journal of Education and Development Using Information and Communication Technology, 9(1), 112–125.

Gess-Newsome, J. 1999. Pedagogical Content Knowledge: An Introduction and Orientation. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining Pedagogical Content Knowledge: The Construct and its Implications for Science Education (pp. 3–17). Dordrecht: Kluwer Academic Publishers. Retrieved from

Hadiprayitno, G., Ramdani, A., Jamaluddin, Karnan, & Sukri, A. 2016. Kompetensi Profesional dan Pedagogi Mahasiswa dalam Pelaksanaan Program Pengalaman Lapangan. Cakrawala Pendidikan, XXXV(2), 292–300.

Harden, R. M., & Crosby, J. R. 2000. The Good Teacher is More Than A Lecturer. Medical Teacher, 22(4), 334–347. https://doi.org/10.1080/014215900409429

Harris, J., Mishra, P., & Koehler, M. 2009. Teachers ’ Technological Pedagogical Content Knowledge and Learning Activity Types : Curriculum-based Technology Integration Reframed. Journal of Research on Technology in Education, 41(4), 393–416.

Hsu, Y.-S. 2015a. The Development of Teachers’ Professional Learning and Knowledge. In Y.-S. Hsu (Ed.), Development of Science Teachers’ TPACK: East Asian Practices (pp. 3–15). Singapore: Springer Science+Business Media.

Hsu, Y.-S. 2015b. The Development of Teachers’ Professional Learning and Knowledge. Development of Science Teachers’ TPACK: East Asian Practices.

Kazu, I. Y., & Erten, P. 2014. Teachers’ Technological Pedagogical Content Knowledge Self-Efficacies. Journal of Education and Training Studies, 2(2), 126–144.

Kiray, S. A. 2016. Development of a TPACK Self-Efficacy Scale for Preservice Science Teachers. International Journal of Research in Education and Science (IJRES), 2(1), 527–541.

Koehler, M. J., & Mishra, P. 2008. Introducing TPCK. In AACTE Committee on Innovation and Technology (Ed.), Handbook of Technological Pedagogical Content Knowledge TPCK for Educators (pp. 3–29). New York: AACTE and Routledge.

Koehler, M. J., & Mishra, P. 2009. What is Technological Pedagogical Content Knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9, 60–70.

Koh, J. H. L., Chai, C. S., & Tsai, C. 2014. Demographic Factors , TPACK Constructs ,and Teachers’ Perceptions of Constructivist-Oriented TPACK. Educational Technology & Society, 17(1), 185–196.

Koh, J. H. L., Chai, C. S., & Tsai, C. C. 2010. Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey. Journal of Computer Assisted Learning, 26(6), 563–573.

Lauermann, F., & König, J. 2016. Teachers’ professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout. Learning and Instruction, 45, 9–19.

Magnusson, S., Krajcik, J., & Borko, H. 1999. Nature, Sources and Development of Pedagogical Content Knowledge for Science Teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining Pedagogical Content Knowledge: The Construct and its Implications for Science Education (pp. 95–132). Dordrecht: Kluwer Academic Publishers.

Magnusson, S., Krajcik, J., & Borko, H. 2002. Nature, Sources and Development of Pedagogical Content Knowledge for Science Teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining Pedagogical Content Knowledge: The Construct and its Implications for Science Education (pp. 95–132). New York: Kluwer Academic Publishers.

Melorose, J., Perroy, R., & Careas, S. 2003. Case Studies of Teacher Development. New Jersey: Lawrence Erlbaum Associates.

Mishra, P., & Koehler, M. J. 2006. Technological Pedagogical Content Knowledge : A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054.

Phillippo, K. L., & Stone, S. 2013. Teacher Role Breadth and its Relationship to Student-Reported Teacher Support. The High School Journal, 96(4), 358–379.

Robert, M., & Margaret, M. 2005. The Mathematics Content Knowledge Role in Developing Preservice Teachers ’ Pedagogical Content Knowledge. Journal of Research in Childhood Education, 20(2), 102–118.

Schmidt, D. A., Baran, E., Thompson, A. D., Koehler, M. J., Mishra, P., & Shin, T. 2009. Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers. Journal of Research on Technology in Education, 42(2), 123–149. Retrieved from http://www.sjrbiz.info/Webliography Lists/TPACK Survey.pdf

Shulman, L. S. 1986. Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4–14.

Shulman, L. S. 1987. Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1–21.

Singh, U. 2013. Technology Integration in Teacher Education : an Infusion or a Delusion? Journal of Arts, Science & Commerce, IV(3), 147–155.

Stoilescu, D. 2015. A Critical Examination of the Technological Pedagogical Content Knowledge Framework : Secondary School Mathematics Teachers Integrating Technology. Journal of Educational Computing Research, 52(4), 514–547.

Terpstra, M. 2015. TPACKtivity: An Activity-Theory Lens for Examining TPACK Development. In C. Angeli & N. Valanides (Eds.), Technological Pedagogical Content Knowledge: Exploring, Developing, and Assessing TPCK (pp. 63–88). New York: Springer Science+Business Media.

Turnuklu, E. B., & Yesildere, S. 2007. The Pedagogical Content Knowledge in Mathematics: Pre- Service Primary Mathematics Teachers’ Perspectives in Turkey. IUMPST: The Journal, 1(October), 1–13.

Tzavara, A., & Komis, V. 2015. Design and Implementation of Educational Scenarios with the Integration of TDCK: A Case Study at a Department of Early Childhood Education. In C. Angeli & N. Valanides (Eds.), Technological Pedagogical Content Knowledge: Exploring, Developing, and Assessing TPCK (pp. 209–224). New York: Springer Science+Business Media.

DOI: 10.23917/varidika.v28i2.2735

Article Metrics

Abstract view(s): 1174 time(s)
PDF: 709 time(s)

Refbacks

  • There are currently no refbacks.