Ike Lusi Meilina, Singgih Bektiarso, Sayyidatun Najah, Ummi Qonitatin , Rosita Putri Rahmi Haerani

The Exploration of Self-Efficacy Beliefs and PCK among Gen Z Pre-Service Physics Teachers in Indonesia: A Sequential Explanatory Study

Introduction

The exploration of self-efficacy beliefs and pck among gen z pre-service physics teachers in indonesia: a sequential explanatory study. Explore self-efficacy and PCK among Indonesian Gen Z pre-service physics teachers. Study finds no significant link; self-efficacy is conditional, formed by beliefs and practice.

Abstract

This study aims to explore the relationship between self-efficacy and Pedagogical Content Knowledge (PCK) of Generation Z preservice physics teachers. Given the unique characteristics of Generation Z, who are tech-savvy but often face challenges in mastering in-depth physics content. The research method used is a mixed method with a sequential explanatory design. Quantitative data were collected from 75 preservice physics teachers using a PCK test instrument adapted from DTAMS and a self-efficacy questionnaire. Qualitative data were obtained from in-depth interviews with 20 preservice teacher participants. The main finding of the quantitative analysis was that there was no significant relationship between self-efficacy and PCK among preservice teachers. Pearson's correlation test confirmed that there was no significant linear relationship between the two (r<0.2). Qualitative findings explain that self-efficacy is conditional, built through philosophical beliefs about the importance of learning reform, short-term preparation of physics material before teaching, and validation of the success of teaching methods during field practice. This study concludes that for Generation Z preservice physics teachers, self-efficacy develops independently of the domains of knowledge and pedagogy. The implication of this study is that teaching preparation and teaching practice strategies need to be trained more in the preparation of preservice teachers.

Review

This study undertakes a highly relevant and timely exploration into the self-efficacy beliefs and Pedagogical Content Knowledge (PCK) of Generation Z pre-service physics teachers in Indonesia. The authors' chosen mixed-methods sequential explanatory design is well-suited to delve into the complex interplay of these constructs, especially given the acknowledged unique characteristics of Gen Z. The rationale for the study is compelling, addressing a significant gap in understanding how tech-savvy but potentially content-challenged future educators develop crucial teaching competencies. The clear articulation of the research question and methodological approach within the abstract lays a solid foundation for the investigation. The most notable quantitative finding—that no significant relationship was found between self-efficacy and PCK (r<0.2) among the 75 pre-service teachers—is particularly intriguing and presents a direct challenge to often-assumed correlations in educational psychology. The subsequent qualitative phase, involving in-depth interviews with 20 participants, attempts to explain this by elucidating that self-efficacy for this cohort is conditional, shaped by philosophical beliefs in educational reform, short-term material preparation, and the validation of successful teaching methods during field practice. While these qualitative insights provide valuable context into *how* self-efficacy is constructed for Gen Z teachers, the abstract could more explicitly detail *how* these findings directly explain the *lack* of a quantitative correlation rather than simply describing the nature of self-efficacy in this group. Further details on the adapted PCK test instrument and self-efficacy questionnaire, particularly their suitability and psychometric properties for the Indonesian Gen Z population, would also strengthen the methodological transparency. The study's ultimate conclusion, suggesting that self-efficacy for Gen Z pre-service physics teachers develops independently of their knowledge and pedagogical domains, represents a significant and potentially paradigm-shifting insight. This finding has clear implications for teacher education, specifically highlighting the need for enhanced training in teaching preparation and practical teaching strategies. While this conclusion is a valuable contribution, a more robust discussion within the full paper about the underlying reasons for this independence—perhaps linking it more directly to specific Gen Z traits or the unique demands of physics education—would greatly enrich its theoretical contribution. Future research could benefit from exploring non-linear relationships, examining alternative measures of PCK, or conducting longitudinal studies to track the dynamic development of self-efficacy and PCK over time.

Full Text

Comments

You need to be logged in to post a comment.