Self-efficacy of PCK: An Exploration of Indonesian Pre-service Physics Teacher Perspectives Shelly Efwinda (a*), Zeni Haryanto (b), Nurul Fitriyah Sulaeman (c), Atin Nuryadin (d),
a,b,c,d) Physics Education Study Program, Faculty of Teacher Training and Education, Mulawarman University, Indonesia
Abstract
As physics is considered a difficult subject to be understood, pre-service physics teacher programs face the challenges of providing adequate Pedagogical Content Knowledge (PCK). Pre-service teachers^ self-efficacy is an essential factor affecting their teaching performance in the classroom. This study aims to explore the self-efficacy of pre-service physics teachers in Indonesia. Data were collected through a questionnaire with a Likert scale of 1-9, consisting of 18 statements and reasons for scoring. The self-efficacy questionnaire was divided into three aspects, including the self-efficacy domain Content Knowledge (CK), Pedagogical Knowledge (PK), and PCK. The participants were 71 final year students from 5 Physics Education Study Programs in Indonesia. According to the results, the total self-efficacy score of pre-service teachers in physics was 6.98, which falls into the high category. In the CK, PK, and PCK domains, self-efficacy was 6.91, 7.06, and 6.93, respectively, considered as in the high category. Further analysis of students who responded in the low category showed that pre-service teachers with low self-efficacy tend to be unsure that they have taught well. They believe that they have not fully mastered physics material and the characteristics of diverse students. Also, they have not gained significant teaching experience. According to these results, teacher education institutions must re-evaluate what kinds of learning activities can increase pre-service teachers^ self-efficacy in teaching and increase their teaching opportunities.
