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Technological Pedagogical Content Knowledge (TPACK) of Pre-Service Science Teachers: A Delphi Study

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Title: Technological Pedagogical Content Knowledge (TPACK) of Pre-Service Science Teachers: A Delphi Study
Language: English
Authors: Thohir, M. Anas (ORCID 0000-0002-4865-253X), Jumadi, Jumadi (ORCID 0000-0002-4055-5065), Warsono, Warsono (ORCID 0000-0003-1988-4881)
Source: Journal of Research on Technology in Education. 2022 54(1):127-142.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Pedagogical Content Knowledge, Technological Literacy, Preservice Teacher Education, Preservice Teachers, Technology Uses in Education, Educational Technology, Science Instruction, Teacher Competencies, Science Teachers, Foreign Countries, Technology Integration
Geographic Terms: Indonesia
DOI: 10.1080/15391523.2020.1814908
ISSN: 1539-1523
Abstract: Technological Pedagogical Content Knowledge (TPACK) is an emerging competence of pre-service science teachers in the 21st education century. In Indonesian context, knowledge about the use of technology to develop teachers is way too limited. Therefore, this study aimed to identify pre-service teacher competencies in integrating technology into science instruction. To achieve a consensus of the identification, this study used 30 science experts in three rounds of Delphi method. Out of the 30, 19 participated in Round One, 17 in Two, and 15 in Three. The experts were asked to answer a set of questions in 2 questionnaires in round Two and Three with anonymous identity. The result showed that the experts' agreement promoted the four dimensions of TPACK (4 D-TPACK), which are knowledge, skill, character, and meta-learning. Moreover, most of them identified 26 important competencies which were further specified into 14 items and classified into 4 dimensions. The general pedagogical and technological knowledge were rated with a high-level of competence. Therefore, the implication of these findings is that the institution of pre-service science teachers that integrates technology needs to involve 4 D-TPACK and adopt the significant item of competencies to enhance the program.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1331685
Database: ERIC
FullText Text:
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  Data: Technological Pedagogical Content Knowledge (TPACK) of Pre-Service Science Teachers: A Delphi Study
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Thohir%2C+M%2E+Anas%22">Thohir, M. Anas</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4865-253X">0000-0002-4865-253X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jumadi%2C+Jumadi%22">Jumadi, Jumadi</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4055-5065">0000-0002-4055-5065</externalLink>)<br /><searchLink fieldCode="AR" term="%22Warsono%2C+Warsono%22">Warsono, Warsono</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1988-4881">0000-0003-1988-4881</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+on+Technology+in+Education%22"><i>Journal of Research on Technology in Education</i></searchLink>. 2022 54(1):127-142.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 16
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  Data: 2022
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+Literacy%22">Technological Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
– Name: DOI
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  Data: 10.1080/15391523.2020.1814908
– Name: ISSN
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  Data: 1539-1523
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Technological Pedagogical Content Knowledge (TPACK) is an emerging competence of pre-service science teachers in the 21st education century. In Indonesian context, knowledge about the use of technology to develop teachers is way too limited. Therefore, this study aimed to identify pre-service teacher competencies in integrating technology into science instruction. To achieve a consensus of the identification, this study used 30 science experts in three rounds of Delphi method. Out of the 30, 19 participated in Round One, 17 in Two, and 15 in Three. The experts were asked to answer a set of questions in 2 questionnaires in round Two and Three with anonymous identity. The result showed that the experts' agreement promoted the four dimensions of TPACK (4 D-TPACK), which are knowledge, skill, character, and meta-learning. Moreover, most of them identified 26 important competencies which were further specified into 14 items and classified into 4 dimensions. The general pedagogical and technological knowledge were rated with a high-level of competence. Therefore, the implication of these findings is that the institution of pre-service science teachers that integrates technology needs to involve 4 D-TPACK and adopt the significant item of competencies to enhance the program.
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  Data: 2022
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  Data: EJ1331685
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        Value: 10.1080/15391523.2020.1814908
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      – Text: English
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        PageCount: 16
        StartPage: 127
    Subjects:
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Technological Literacy
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Preservice Teachers
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      – SubjectFull: Educational Technology
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      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Technology Integration
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      – SubjectFull: Indonesia
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      – TitleFull: Technological Pedagogical Content Knowledge (TPACK) of Pre-Service Science Teachers: A Delphi Study
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