The effect of technological pedagogy knowledge and technological content knowledge on TPACK of primary prospective teachers

Abstract

Technological Pedagogy Content Knowledge (TPACK) is a skill that 21st-century teachers must possess. This study measured the influence of the Technological Pedagogical Knowledge (TPK) and Technological Content Knowledge (TCK) toward the TPACK of 150 primary prospective teachers at Universitas Muria Kudus on the innovation courses in science learning. The quantitative survey research applied some instruments, such as test instruments, project observation sheets, and performance. The researchers analyzed the data with a multiple regression. Based on data analysis, the results show that the multiple regression model of Y = 1.752 + 0.452X1 + 0.524X2. TPK and TCK have an effect of 98.3% on student TPACK with 45.2% of TPK ability influencing TPACK ability and 52.4% of TCK ability influencing TPACK ability. Based on these results, the researchers concluded that TCK significantly and highly influenced TPK. The results recommend lecturers to better prepare the students with TCK than TPK abilities.