Web Pedagogical Content Knowledge-Self Efficacy of Pre-Service Physics Teacher

Abstract

Web technology-based learning design competencies are essential for pre-service teachers, especially in the digital era. However, the exploration of the self-efficacy component of these skills has been little revealed. The purpose of this study was to describe the efficacy of pre-service physics teachers on the competence of Web Pedagogical Content Knowledge (WPACK), determine the relationship between the components of self-efficacy of pre-service physics teachers to these competencies, and map them out. A survey of 309 pre-service physics teachers from nine Indonesian universities was conducted. Descriptive statistics and the Partial Least Square Structural Equation Modeling (PLS-SEM) modeling technique were used to evaluate the retrieved data. The results suggest that the pre-service physics teacher had a high level of WPACK component self-efficacy. Their WPACK self-efficacy components were also positively correlated, especially on the web pedagogical knowledge (WPK) and web pedagogical content knowledge (WPACK) components. This research implies that teacher candidates need to improve the basic competence of web knowledge to increase its integration into physics pedagogy and content.