ABSTRACT
Pandemic covid-19 reinforces the needs of digital technology in all aspects, including education. Digital literacy skills become essential for all teachers and also prospective teachers. This study aims to find an overview of the digital literacy capabilities of prospective physics teachers. This study was a quantitative descriptive research with data collection using an instrument in a questionnaire that included 29 items from 4 aspects of digital literacy: Accessing content, creating content, transliteracy, and evaluating content. The sample consisted of 171 physics education students from 3 State Universities in Indonesia. The result showed the level of digital literacy in the moderate category. From the four aspects, creating content related to creating or presenting information on various digital platforms showed lower results than accessing content, transliteracy, and evaluating content. In a prospective science teacher curriculum, creating learning content on digital platforms needs to be developed. This research finding suggests that digital literacy needs to be enhanced during the prospective science teachers' program. © 2021 Institute of Physics Publishing. All rights reserved.
ABSTRACT
The pandemic situation forces the educational system to respond to a variety of issues. During the pandemic, it's essential to learn more about Technological-Pedagogical-Content-Knowledge (TPACK) and how it can be incorporated into pre-service physics teacher preparation. This qualitative research collects data from ten online teaching videos and ten offline teaching videos of 20 pre-service physics teachers. This study attempts to comprehend the appearance of each TPACK component by analyzing the videos with an observation sheet. The observation sheet explored seven components of TPACK, which are Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK), Pedagogical and Content Knowledge (PCK), Technological and Content Knowledge (TCK), Technological and Pedagogical Knowledge (TPK), and the last is Technological, Pedagogical and Content Knowledge (TPACK) itself. The result showed that pre-service teachers were determined good TPACK skills, but lacked in certain components. From the result, in both online and offline microteaching, participants rarely showed their TPK. In online activities, it is also seen that participants were faced difficulties in applying their PCK. The different nature of online and offline microteaching drives the need for teacher education institutions to plan and implement microteaching in the pedagogical courses to improve pre-service teachers' TPACK in both situations. © 2021 Institute of Physics Publishing. All rights reserved.
ABSTRACT
As a compulsory approach in shaping pre-service teachers for Technological Pedagogical Content Knowledge (TPACK), microteaching is either essential and challenging. During the COVID-19 pandemic, the shift from offline to the online microteaching course had occurred. This major shift drives the change of planning science lessons. Our research examined how pre-service science teachers designed and reflected their planning on a 30-minute microteaching unit. The participants of our study were four groups of pre-service science teachers that consisted of five students. The participants were pre-service science teachers from two national universities in Indonesia that were chosen by purposive sampling. The data was collected through the lesson plan, self-reflection to the lesson plan, and group discussion. We conducted both qualitative and quantitative analysis on research data for content analysis. The qualitative analysis dealt with the themes and patterns of the theme, while quantitative analysis dealt with the duration and frequency of the theme. Based on the analysis, the single domains such as CK, PK, TK were shown in the lesson plan. However, the complex domain of TPACK was rarely seen. The group discussions revealed that teacher educators need to become specific and explicit about which technology is being infused to support learning. It is significant to enhance the TPACK during planning in online microteaching classes and conduct further study of the implementation of this planning in the lesson. © 2021 Institute of Physics Publishing. All rights reserved.