Developing Pre-Service Science Teachers’ TPACK Self-Efficacy of Chemistry Competencies through Case-based Learning Intervention

Abstract

Technological Pedagogical and Content Knowledge, called TPACK, is essential for 21st chemistry teachers since technologies can enhance science teaching and learning quality if appropriately implemented. Meanwhile, developing students' competencies in science are required to respond to social needs. Due to that challenge, this study focuses on preparing preservice science teachers to promote students' chemistry competencies through TPACK training. In this study, 32 pre-service science teachers from Chemistry Education Department, Yogyakarta State University, Indonesia, were invited. This study used a quasi-experimental research design to collect data before and after the intervention. The results revealed significant differences between pre-service science teachers' TPACK self-efficacy scores at the pretest and post-test.