Abstract

Technological Pedagogical Content Knowledge (TPACK) is an emerging competence of pre-service science teachers in the 21st education century. In Indonesian context, knowledge about the use of technology to develop teachers is way too limited. Therefore, this study aimed to identify pre-service teacher competencies in integrating technology into science instruction. To achieve a consensus of the identification, this study used 30 science experts in three rounds of Delphi method. Out of the 30, 19 participated in Round One, 17 in Two, and 15 in Three. The experts were asked to answer a set of questions in 2 questionnaires in round Two and Three with anonymous identity. The result showed that the experts’ agreement promoted the four dimensions of TPACK (4 D-TPACK), which are knowledge, skill, character, and meta-learning. Moreover, most of them identified 26 important competencies which were further specified into 14 items and classified into 4 dimensions. The general pedagogical and technological knowledge were rated with a high-level of competence. Therefore, the implication of these findings is that the institution of pre-service science teachers that integrates technology needs to involve 4 D-TPACK and adopt the significant item of competencies to enhance the program.

摘要

技术教学内容知识（TPACK）是21世纪教育前科学老师的一项新兴能力。在印度尼西亚语境中，关于使用技术发展教师的知识太有限了。因此，本研究旨在确定将技术整合到科学教学中的职前教师能力。为使鉴定结果达成共识，本研究在三轮Delphi方法中使用了30名科学专家。在30名选手中，有19名选手参加了第一轮比赛，第二名17名，第三名15名。要求专家在第二轮和第三轮的2个问卷中以匿名身份回答一组问题。结果表明，专家协议促进了TPACK（4 D-TPACK）的四个维度，即知识，技能，性格和元学习。此外，他们中的大多数人确定了26个重要的能力，这些能力进一步划分为14个项目，并分为4个维度。对一般的教学和技术知识进行了高级评估。因此，这些发现的含义是，整合技术的职前科学教师机构需要涉及4 D-TPACK，并采用重要的能力来增强该计划。