Pre-service teachers’ engagement in the TPACK-based training program through self-reflections

This study aims to explore pre-service teachers’ skills and knowledge in a 2-week Technological Pedagogical Content Knowledge (TPACK)-based training program. To achieve the goal, the reflective practice framework is employed in TPACK training with steps of Explore-Engage-Reflection-Transformation. The study employed a qualitative approach with data collection through interviews, reflective practice, and observation. The 30 participants engaged in the training are pre-service teachers (5 male; 25 female) at a public university in Indonesia. The training is provided by lecturers from New Zealand to provide different perspectives on TPACK components in pedagogy, technology, and subject matter. After the training in each topic, the pre-service teachers conducted reflection and envision their future roles. The next step is for them to implement what they have learned in school practices. The study found that the pre-service teachers developed a good understanding of ICT's role in the TPACK framework for creating meaningful learning experiences. They understand their roles as teachers in developing pedagogy and assessment for engaging students and empowering students’ agency. Professional learning from the New Zealand education system was introduced within a holistic framework to stimulate students to be creative future-directed teachers and agents of change. The next step of the training is for the participants to inform the lecturers from New Zealand about their reflections and they how they will implement their learning from their TPACK design lessons. The future study will explore their reflections on the implementation of TPACK.