Pre-service Teachers Engagement in the TPACK-based Training Program through Self-Reflections Aodah Diamah, Yuli Rahmawati, Maria Paristiowati, Ella Fitriani, Irwanto Irwanto, Stephen Dobson, Doyet Sevilla
Department of Electronic Engineering Education, Universitas Negeri Jakarta, Indonesia
Department of Chemistry Education, Universitas Negeri Jakarta, Indonesia
Victoria University of Wellington, New Zealand
Abstract
This study aims to explore pre-service teachers in a 2-week Technological Pedagogical Content Knowledge (TPACK)-based training program. To achieve the goal, the reflective practice framework is employed in TPACK training with steps of Explore-Engage-Reflection-Transformation. The study employed a qualitative approach with data collection of interviews, reflective practice, and observation. The participants of 30 pre-service teachers (5 male- 25 female) at a public university in Indonesia are engaged in the training. The training is provided by lecturers from New Zealand to provide different perspectives of TPACK components in pedagogy, technology, and subject matter. After the training in each topic, the pre-service teachers conducted reflection and envision their future roles, the next step is they will implement in school practices. The study found that the pre-service teachers developed a good understanding of the role of ICT in the TPACK framework for creating meaningful learning experiences. They understand their roles as teachers in developing pedagogy and assessment for engaging students and empowering students^ agency. Professional learning from the New Zealand education system was introduced within a holistic framework to stimulate students to be creative future-directed teachers and agents of change. The next steps of the training, they will implement in school to reflect their TPACK design lesson. The future study will explore their reflections on the implementation of TPACK.
Keywords: TPACK, pre-service teacher, self-reflection, teacher education program
