Pre-service teacher professional education program (PPG) and Indonesian science teachers' TPACK development: A career-path comparative study

doi:10.1007/s10639-024-13160-6

機構典藏 > College of Education > Master's Program, Graduate Institute of Educational Psychology and Counseling > Journal Article > Item 987654321/126769

Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/126769

Title:	Pre-service teacher professional education program (PPG) and Indonesian science teachers' TPACK development: A career-path comparative study
Authors:	Chang, Chiung-fang
Keywords:	TPACK;Teacher Education Program;Science Teachers;Comparative Study
Date:	2024-11-20
Issue Date:	2025-03-20 09:24:02 (UTC+8)
Publisher:	Springer
Abstract:	This study examined the impact of the Indonesian pre-service teacher professional education program (PPG) on pre-service science teachers’ technological pedagogical content knowledge (TPACK) competencies. As a government-directed initiative, the PPG program’s curriculum is aligned with TPACK principles. We conducted a comparative analysis involving 311 teachers divided into four groups: pre-service PPG science teachers, pre-service science teachers not enrolled in PPG, in-service science teachers with less than two years of experience, and those with more than two years of experience. ANOVA results revealed a signifcant positive efect of the PPG program on TPACK scores, except when comparing non-PPG pre-service teachers to in-service teachers with less than two years of experience. Pre-service PPG teachers demonstrated greater confdence in technology-related TPACK components. In contrast, in-service teachers with over two years of experience exhibited higher overall TPACK scores, particularly in pedagogical knowledge, content knowledge, and pedagogical content knowledge. These fndings highlight the efectiveness of government-sponsored teacher training in enhancing TPACK while recognizing the valuable expertise that experienced teachers bring to their practice. The study suggests a need for resource allocation and training strategies that incorporate the strengths of both pre-service and experienced educators to foster a more comprehensive approach to teacher development.
Relation:	Education and Information Technologies
DOI:	10.1007/s10639-024-13160-6
Appears in Collections:	[Master's Program, Graduate Institute of Educational Psychology and Counseling] Journal Article

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