Integration of ICT-Pedagogy for Senior High School Students: Pre-service Teachers’ TPACK (Technological Pedagogical Content Knowledge)

Fatahillah Erfan (STKIP PGRI Sidoarjo, Indonesia)
Sulisyaningsih Sulisyaningsih (STKIP PGRI Sidoarjo, Indonesia)
Abd. Syakur (STKIP PGRI Sidoarjo, Indonesia)

Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences
Vol 5, No 1 (2022): Budapest International Research and Critics Institute February

This study aimed to identify pre-service teachers who are ready to integrate technology into their classrooms. The assumption is that pre-service teachers' characteristics like Technological Pedagogical Content Knowledge (TPACK) are influenced by their teacher training. Preservice teachers were clustered based on their TPACK, a typical set of ICT-related characteristics (general ICT attitudes, attitudes towards ICT in education, ease of use and ICT self-efficacy), and perceived support from their training institution. A random sample of 50 senior high school pre-service teachers from SMA Al-Iftitahiyah in Sumenep was used in this mixed-method research. The results also showed that most participants understood TPACK and had ideas for implementing it in their classrooms. Pre-service teachers' (PTs) perceptions of TPACK in teaching and learning is expected. This study also has implications for experts interested in pre-service teachers' understanding of teaching with technology.