Khairul Umam, Mailizar Mailizar
It is widely believed that teacher knowledge is the most crucial factor affecting teachers' use of digital technology in the classroom, and Technological, Pedagogical and Content Knowledge (TPACK) is considered required knowledge in the integration. However, there is a lack of studies investigating preservice teachers' TPACK according to their micro-teaching experience. This study examines at examing if preservice mathematics teachers' TPACK significantly differs according to their micro-teaching experience. We adopted a survey instrument from Zelkowski et al. (2013) and administered it to 269 preservice mathematics teachers from six teacher training universities through an online survey platform. We analyzed the data by employing quantitative descriptive and ANOVA tests. The study's finding suggests that micro-teaching is essential for the preservice teacher development of TPACK. Implications for both research and practice regarding the findings are discussed. © 2023 Author(s).
Mathematics Education Department, Universitas Syiah Kuala, Banda Aceh, Indonesia
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