Fostering TPACK Self Efficacy Among Pre-Service Chemistry Teachers: A Case Study from Indonesia

Abstract

Technological Pedagogical Content Knowledge (T PACK) is crucial for integrating content knowledge, pedagogy, and technology in chemistry education. Meanwhile, the concept of self-efficacy within this framework is essential for effective technology integration in teaching chemistry. However, many pre-service teachers in Indonesia need help in developing the self-efficacy needed to integrate technology into chemistry core competencies. Recognizing this need, this study investigates the development of TPACK self-efficacy among 32 pre-service chemistry teachers at a public university in Yogyakarta, Indonesia. The TPACK self-efficacy survey was employed to measure outcomes. The findings reveal the effectiveness of the intervention in enhancing pre-service teachers' self-efficacy in teaching chemistry with digital tools.