Published date: Apr 26 2024

Journal Title: KnE Social Sciences

Issue title: International Conference on Mathematics and Science Education (ICMScE 2022): Learning Models and Teaching Approaches

Pages: 894–902

DOI: 10.18502/kss.v9i13.16015

Shafira Aulia Putrishafira.liaput@gmail.comPhysics Education Program, Education and Teacher Training Faculty, Mulawarman University Jl. Kuaro, Gn. Kelua, Samarinda Ulu, Samarinda, East Kalimantan 75119

Puardmi DamayantiPhysics Education Program, Education and Teacher Training Faculty, Mulawarman University Jl. Kuaro, Gn. Kelua, Samarinda Ulu, Samarinda, East Kalimantan 75119

Atin NuryadinPhysics Education Program, Education and Teacher Training Faculty, Mulawarman University Jl. Kuaro, Gn. Kelua, Samarinda Ulu, Samarinda, East Kalimantan 75119

Nurul Fitriyah SulaemanPhysics Education Program, Education and Teacher Training Faculty, Mulawarman University Jl. Kuaro, Gn. Kelua, Samarinda Ulu, Samarinda, East Kalimantan 75119

Global trends show that men dominate physics-related jobs. However, there is a unique phenomenon, especially in Indonesia in the physics teacher education program where there are more female students than male students. This study aims to determine the TPACK of female pre-service physics teachers consisting of 15 pre-service teachers taking microteaching courses and making their online learning videos. The videos were used as a data collection tool. A microteaching observation sheet was used to analyze data obtained from observations with two raters. The observation sheet consisted of 6 aspects which were content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), technological content knowledge (TCK), and technological pedagogical knowledge (TPK) with four indicators for each aspect and the maximum score per aspect is four. The overall TPACK score was obtained by calculating the average of all aspects. Although the overall result of female pre-service physics teachers is 2.1 which is sufficient, technological-related aspects need more concern. The results showed that female pre-service physics teachers lack technological pedagogical knowledge (TPK). On the contrary, they have high pedagogical knowledge (PK). Teacher education programs should provide opportunities for female pre-service teachers to develop their TPACK. Online microteaching can be the key to helping female pre-service physics teachers to integrate technology into their learning.

Keywords: microteaching, technological pedagogical and content knowledge (TPACK)

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