enhancing of preservice chemistry teachers’ self-efficacy through the preparation of pedagogical content knowledge in vocational context

Abstract

Pedagogical Content Knowledge (PCK) development of appropriate chemistry in vocational context is necessary to prepare the capability of pre-service chemistry teachers in designing effective chemistry learning in vocational schools. This study aims to assess the self-efficacy pre-service chemistry teachers by  the learning based on PCK development in vocational context. Pretest-posttest control group design was used in these research. The results showed that the PCK development strategy in the vocational context  is able to increase self-efficacy of pre-service chemistry teachers. Most of pre-service chemistry teachers have increased self-efficacy, although some of pre-service teachers have decreased self-efficacy. The main implication of this research is the need for restructuring of the curriculum for pre-service chemistry teacher education programs that are more concerned with professional development in the context of vocational schools