Speaker
Description
Physics teachers’ knowledge of TPACK is essential for creating a learning environment that aligns with the demands of 21st-century education. Physics teachers face numerous challenges in integrating TPACK, particularly in aligning content knowledge with appropriate technological and pedagogical components. The purpose of this study is to explore teachers’ knowledge, difficulties, and needs in developing their TPACK understanding. This study is crucial for enhancing physics education in the 21st century.
A mixed-method approach with an Embedded-Correlational Design was employed, involving 11 physics teachers from 11 districts across Jambi Province. The analysis revealed that the teachers’ overall TPACK knowledge was categorized as high, indicating that they have a theoretical understanding of TPACK. However, interview findings showed that teachers still encounter several challenges, particularly related to instructional tools, equipment, and technical issues such as internet connectivity.
Furthermore, teachers’ ability to integrate various TPACK components remains limited, especially in combining Technological Pedagogical Knowledge (TPK) and Technological Content Knowledge (TCK). Many teachers are unable to clearly distinguish the integration of technology within pedagogical and content domains separately. The findings suggest that teachers face difficulties in integrating TPACK into classroom practice due to insufficient applied knowledge. Therefore, teachers still require further reinforcement and professional development to strengthen their understanding of TPACK implementation, particularly in integrating technology across different TPACK components.
