Aodah Diamah, Yuli Rahmawati, Irwanto Irwanto, Maria Paristiowati, Ella Fitriani
In this cross-sectional survey, we investigated pre-service teachers' perceptions of technological pedagogical and content knowledge (TPACK). Purposeful sampling was employed for 208 (64 males, 144 females) pre-service teachers at a public university in Indonesia. Data were collected using the Pre-service Teacher Technological Pedagogical Content Knowledge (PT-TPACK) Survey, including six subscales: technology knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological pedagogical knowledge (TPK), and TPACK. Data analysis employed descriptive statistics and the Mann-Whitney U test were performed at a significance level of 0.05. The results showed that pre-service teachers' perceptions of TPACK were positive. In gender differences, a significant difference was only found in PK in favor of female students. In general, there was a difference in the perception of TPACK between male and female students, but not statistically significant. Surprisingly, males had relatively low perceptions of TPACK across all subscales. Females might tend to maintain more interest in their profession than males. Therefore, lecturers need to develop perceptions of TPACK male pre-service teachers for designing learning practices. This is intended so that they have more positive perceptions and can design better professional development programs in the future. © 2023 American Institute of Physics Inc.. All rights reserved.
Department of Electronic Engineering Education, Universitas Negeri Jakarta, Jakarta, 13220, Indonesia; Department of Chemistry Education, Universitas Negeri Jakarta, Jakarta, 13220, Indonesia
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