Open AccessProfessional Teachers using Technological Pedagogical Mathematics Knowledge, are Mathematics Pre-Service Teachers Ready?
Author(s) -
Tommy Tanu Wijaya,
Yimin Ning,
Umi Salamah,
Neni Hermita
Publication year - 2021
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 - 10.1088/1742-6596/2123/1/012040
Subject(s) - informatization , mathematics education , perception , service (business) , professionalization , sample (material) , subject (documents) , computer science , psychology , sociology , library science , telecommunications , social science , chemistry , economy , chromatography , neuroscience , economics
In today’s information age, the informatization of education requires teachers to become a new type of teacher with information capabilities. The subject teaching knowledge of integrated technology is the knowledge basis for the professionalization of teachers in the information age. This research aims to analyze Pre-service teachers’ perception of Technological, Pedagogical, and Mathematical knowledge. This research adopts the case study method, using Questionnaires for data collection tools. The sample of this research is 84 pre-service teachers from Guangxi Normal University, China. The respondents are undergraduate and master students that are chosen randomly. The instrument used is 20 questionnaire items on pre-service teachers’ perception of their TPMK ability. The data was processed by using SPSS and Microsoft Excel. The research result shows that pre-service teachers have a good Technological Pedagogical Mathematical Knowledge ability but their Technological knowledge is still lacking. Teacher education programs should provide pre-service teachers with opportunities to develop TPMK to integrate technology into teaching effectively.