Open AccessExploring the Prospective of Pre-Service Physics Teacher’s Pedagogical Content Knowledge: A Case Study
Author(s) -
Novinta Nurulsari,
Abdurrahman Abdurrahman,
Hervin Maulina,
Ismu Sukamto,
Misbah Misbah
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1467/1/012023
Subject(s) - mathematics education , physics education , subject (documents) , subject matter , pedagogy , psychology , computer science , curriculum , library science
Indonesia global assessment in 2017 and preliminary survey results illustrated the achievements of teachers’ cognitive abilities that were still low in terms of professional knowledge and pedagogic. This study were aimed to describe the existing conditions of the pedagogical content knowledge of physics teachers at the undergraduate level and predict future prospects about what pedagogical content knowledge the pre-service physics teacher (PPTs) will have by considering the futuristic aspects. This study used case-study qualitative research within a group of 52 mostly passive pre-service physics teachers during the fourth semester of their four-year graduate program. It focuses on the central issue of essential topics in school physics learning. The results of the document analysis indicated that they have not been able to design a learning scenario for each Physics essential material with reference to the development of science and technology. Then, they have not showed a good subject matter mastery for each Physics topic. This paper ultimately also explore a hypothetical model of learning strategies that has the potential to develop PPTs’ PCK through School Physics learning in college. This strategy is based on the future needs that must be mastered by students from an early age.