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This study aims to uncover GST's gaps and patterns (Geospatial Technology) knowledge transformation among Pre-service and experienced geography teachers using GST as an educational tool based on the Technological, Pedagogical, and Content Knowledge (TPACK) framework. GST integration into material content is implemented as a basis for thinking and acting to solve problems and decision-making, especially geographic content. This study is doing a cross-sectional survey with 600 respondents of the population. They were divided into five groups, such as Pre-service teachers, in the beginning, middle, final semester, and then beginner and experienced teachers, and each group consisting of 120 respondents. The measured GST component includes conceptual knowledge, implementation, and reasoning acquired by tests. The obtained test values were analyzed by the SPSS software for statistic descriptive and plotting gap knowledge value in the scatterplot-graph. Then, deviation values were obtained; the transformation model was mapped and interpreted in the Cartesian diagram. The results showed a GST knowledge gap between Pre-service and experienced geography teachers. The low implementation ability of experienced teachers means that GST is not optimal as a pedagogical tool in geography learning with the TPACK framework. Therefore, the TPACK framework needs to be practiced in continuous geography learning and changing the paradigm learning from GST Be learning with GST to strengthen the curriculum.

international journal of learning, teaching and educational research/international journal of learning, teaching and educational research

Transformation of Geospatial Technology Knowledge in Pre-service and Experienced Geography Teachers as Pedagogical Tools in the Technological-Pedagogical-Content Knowledge Framework