The Effect of Conceptions of Physics Learning, Content Knowledge (CK), Pedagogical Content Knowledge (PCK) on Self-Efficacy for Physics Teaching Among Pre-Service Teachers (PSTs) in Indonesia

• Main Authors: Nadi Suprapto, 蘇那迪
• Other Authors: Te-Sheng Chang
• Format: Others
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/k5guhn

博士 === 國立東華大學 === 教育與潛能開發學系 === 105 === The main purpose of this study is to investigate Indonesian pre-service teachers’ (PSTs’) knowledge [content knowledge (CK) and pedagogical content knowledge (PCK)] based on their conception of physics learning (CPL) and to predict their self-efficacy for physics teaching (SEPT). A mixed-method with explanatory sequential design was used in the study. Totally, 655 PSTs from three public universities in East-Java, Indonesia were participated in the study. The instruments consisted of questionnaires, three-tier test, and semi-structured interview protocol. Descriptive statistics, mean difference tests (t-test, ANOVA), and multiple regression tests were used in data analyses. The research findings indicated some points: first, the educational dimensions including CPL, CK, PCK, and SEPT of pre-service physics teachers in Indonesia were explored through this study. Second, CPL, CK, PCK, and SEPT of pre-service physics teachers as functions of gender, year level, and grade point average (GPA) were also investigated and discussed. Third, CPL predicted SEPT about 16% of the variance. Fourth, CPL correlated to CK with a high level. Fifth, CPL and PCK correlated each other with a moderate level. The correlation coefficients of the four dimensions of CPL to PCK were significantly positive. Sixth, CK and PCK correlated each other at moderate levels, was typically a slight relationship. Seventh, CPL was better in predicting CK and PCK, which accounted about 71% and 17% of variance, respectively. Eight, SEPT could be explained by CK and PCK together. The linear combination both of them were significantly to SEPT, accounting for 17% of the variance. Ninth, SEPT as a function of CPL directly predicted more positively than via moderating of CK and PCK. The contribution of CK and PCK only predicted SEPT in small units. Tenth, SEPT could also be explained by the overall CPL, CK, PCK, gender, and year level. Finally, the implications delineated contribute to the improvement of physics teacher program in Indonesia.