Article Title
Technological Pedagogical Content Knowledge (TPACK) Profile of Mathematics Prospective Teachers in the Micro Teaching Course from the Perspective of Teaching Style
Abstract
The objective of this research is to ascertain the Technological Pedagogical Content Knowledge (TPACK) profile of prospective mathematics teachers in the microteaching course, as well as to explore the interrelation between teaching styles and TPACK. The research methodology employed in this study adopts a quantitative approach, specifically utilizing a survey research design. The target population for this investigation comprises prospective mathematics teacher students enrolled at Mathla'ul Anwar University in Banten, Indonesia. The sample for this study comprises students in their sixth semester of the Mathematics Education program who are currently enrolled in the microteaching course. The inclusion criteria for the sample require that these students have successfully completed coursework in foundational technology use, pedagogical principles, and both basic and advanced mathematics subjects. The research findings indicate that the majority of students exhibit a high level of Technological Content Knowledge (TCK) and Technological Pedagogical and Content Knowledge (TPACK), with percentages of 50% and 81.25% respectively. On the other hand, the majority of students demonstrate a moderate level of Pedagogical Knowledge (PK) and Technological Pedagogical Knowledge (TPK), with percentages of 56.25% and 31.25% respectively. Moreover, a significant portion of students show a low level of Technological Knowledge (TK) at 31.25%, Content Knowledge (CK) at 37.5%, and Pedagogical Content Knowledge (PCK) at 37.5%. The teaching style of prospective mathematics teachers tends to lean towards technological teaching and personalized teaching styles, wherein students utilize technology in the learning process and adapt teaching materials to match the readiness level of the students.
