Technological Pedagogical and Content Knowledge (TPACK) of Prospective Physics Teachers in Distance Learning: Self-Perception and Video Observation S Efwinda (a*) and M N Mannan (b)
a) Physics Education, Mulawarman University, Jl. Muara Pahu Kampus Gunung Kelua, Samarinda 75123, Indonesia
b) Science Education, School of Postgraduate Studies of Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
Abstract
Learning from home in the Covid-19 Pandemic period posed a variety of challenges both for teachers and for students. The ability of teachers to utilize technology in learning is very necessary so that distance learning can run effectively. This study aims to determine the self-perceptions and skills of prospective physics teachers in the Technological Pedagogical and Content Knowledge Knowledge (TPACK) framework to support distance learning. This type of research is quantitative research. TPACK Self Perceptions were screened using a questionnaire, 128 research subjects were Physics education students in Samarinda, Indonesia. Then, the skills of prospective physics teachers in the TPACK framework to support distance learning were sought through video observations with 30 research subjects from 128 previous students. Based on data analysis, self-perceptions and skills of prospective physics teachers within the TPACK framework are both in sufficient category. Based on this, educational institutions need to increase learning and training for prospective physics teachers to integrate technology in learning so that their TPACK skills can be improved.
