Antuni Wiyarsi


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


Chemistry in vocational context, PCK, Pre-service chemistry teacher, Self efficacy

Full Text:



Alkan, F. & Erdem, E. (2012). The relationship between teacher self-efficacy and competency perceptions of chemistry teacher candidates, Procedia-Social and Behavioral Sciences, 47, 1927-1932.

Alkan, F. & Erdem, E. (2014). The relationship between metacognitive awareness, teacher self-efficacy and chemistry competency perceptions, Procedia - Social and Behavioral Sciences, 143, 778 – 783.

Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: W.H. Freeman and Company.

Barkley, E.F., Cross, K.P. & Major. C.H. (2005). Collaborative Learning Techniques. San Fransisco: Jossey-Bass.

Bleicher, R. E. (2004). Revisiting the stebi-b: measuring self-efficacy in preservice elementary teachers, School Science and Mathematics, 108 (8), 383- 391.

Bleicher, R. E., & Lindgren, J. (2005). Success in learning science and preservice science teaching selfefficacy, Journal of Science Teacher Education, 16, 205–225.

Blonder, R., Jonatan, M., Dov, Z.B., Benny, N., Rap, S. & Sakhnini, S. (2013). Can you tube it? providing chemistry teachers with technological tools and enhancing their self-efficacy beliefs, Chemical Education Research and Practicet, 14, 269-285.

Brouwers, A., &Tomic, W. (2003). A test of the factorial validity of the Teacher Efficacy Scale, Research in Education, 69, 67-79.

Bucat R., (2004), Pedagogical content knowledge as a way forward: Applied research in chemistry education, Chemical Education Research and Practice, 5, 215-228.

Calik, M. (2013). Effect of technology-embedded scientific inquiry on senior science student teachers’ self-efficacy. Eurasia Journal of Mathematics, Science & Technology Education, 9(3), 223-232.

Cantrell, P., Young, S., & Moore, A. (2003). Factors affecting science teaching efficacy of preservice elementary teachers, Journal of Science Teacher Education, 14, 177–192.

Çapa, Y., Çakiroğlu, J., & Sarikaya, H. (2005). The development and validation of a Turkish version of teachers’ sense of efficacy scale, Education and Science, 30(137), 74-84.

Dolfing, R., Bulte, Astrid M.W., Pilot, A. & Vermunt, J.D. (2011). Domain-spesific expertise of chemistry teachers on context-based education about macro-micro thingking in structure-property relations, Research of Science Education, DO1. 10. 1007/s11165-011-9211-z. open access at Springerlink.com, 22 Maret 2011.

Faraday, S., Overton, C., & Cooper, S. (2011). Effective Teaching and Learning in Vocational Education. London: LSN. http://policyconsortium.co.uk/wp-content/uploads/2012/01/110052RP_effective-VET_final-report1.pdf

Finch, C. dan Crunkilton, J.R. (1984). Curriculum Development in Vocational and Technical Education : Planning,Content and Implementation. Boston : Allyn and Bacon, Inc.

Gado, I.,Verma, G. & Simonis, D. (2008). Middle grade teachers’ perceptions of their chemistry teaching efficacy: findings of a one year long professional development program, Georgia Educational Researcher, 6 (1), 46-57.

Gavora, P. (2010). Slovak pre-service teacher self-efficacy: theoretical and research considerations, The New Educational Review, 21(2), 17-30.

Gess-Newsome J (1999) Pedagogical content knowledge: an introduction and orientation. In: Gess-Newsome J, Nederman NG(eds) Examining pedagogical content knowledge. Kluwer, Dordrecht, 3–17.

Henson, R. (2001). Teacher self-efficacy: Substantive implications and measurement dilem-mas. Paper at the annual meeting of the Educational Research Exchange. January 26, 2001. Texas A&M University, Texas. www.des.emory.edu/mfp/erekeynote.pdf (retrieved Nov. 9., 2007).

Hechter, R.P. (2011). Changes in preservice elementary teachers’ personal science teaching efficacy and science teaching outcome expectancies: the influence of context, Journal of Science Teacher Education, 22 (2), 187-202.

Hume, A. & Berry, A. (2011). Constructing cores—a strategy for building pck in pre-service science teacher education, Research in Science Education, 41, 341–355.

Kapyla, M., Heikkenen, JP. & Asunta, T. (2009). Influence of content knowledge on pedagogical content knowledge: the case teaching photosynthesis and plant growth, International Journal of Science Education, 31(10), 1395-1415.

Loughran, J., Berry, A., & Mulhall, P. (2006). Understanding and Developing Science Teachers’ Pedagogical Content Knowledge. Rotterdam: Sense Publishers.

Loughran, J., Mulhall, P., & Berry, A. (2008). Exploring pedagogical content knowledge in science teacher education, International Journal of Science Education, 30 (10), 1301–1320.

Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, Source and Development of Pedagogical Content Knowledge. In J. Gress-Newsome & N.G Lederman (Eds.), Examining Pedagogical Content Knowledge (hlm. 95-132). Dordrecht, Netherland: Kluwer.

Nagata, K. & Ronkowski, S. (1998). Collaborative Learning: Differences Between Collaborative and Cooperative Learning.. The Office of Instructional Consultation, University of California Santa Barbara. http://www.oic.id.ucsb.edu/Resources/Collab-L/Differences.html, [4 Januari 2006).

Pendergast, D., Garvis, S. & Keogh, J. (2011). Pre-service student-teacher self-efficacy belirfs: an insight into making of teachers, Australian Journal of Teacher Education, 36 (12), 46-58.

Riggs, I. dan Knochs, L. (1990). Toward the development of an elementary teacher’s science teaching efficacy belief instrument, Science Education, 74, 625-637.

Rohaan, E.J, Taconis, R., & Jochems, W.M.G. (2009). Measuring teachers’ pedagogical content knowledge in primary technology education, Research in Science & Technological Education, 27(3), 27-338.

Ross, J., & Bruce, C. (2007). Professional development effects on teacher efficacy: Results of randomised field trial, The Journal of Educational Research, 101 (1), 50-60.

Shulman, L.S. (1986). Who understand: knowledge growth in teaching, Educational Researcher, 15(2), 4-14.

Tschannen-Moran, M., & Woolfolk, H. A. (2001). Teacher efficacy: Capturing an elusive construct, Teaching and Teacher Education, 17, 783-805.

Tosun, T. (2000). The impact of prior science course experience and achievement on the science teaching self-efficacy of preservice elementary teachers, Journal of Elementary Science Education, 12, 21-31.

Wilson, R.F., Pan, Wei & Schumsky. (2012). Recalculating of the critical values for lawshe’s content validity ratio, Measurement and Evaluation in Counseling and Development, 45(3), 197-210.

Warfa, A.R., Roehrig, G., Schneiderc, J., & Nyachwayad. (2014). Collaborative discourse and the modeling of solution chemistry with magnetic 3D physical models – impact and characterization, Chemistry Education Research and Practice, 15, 835-848.

Woolfolk, A. (2008). Educational Psychology. Active Learning Edition. Boston: Allyn and Bacon.

Yilmaz-Tuzun, O. & Topcu, M. S. (2008). Relationships among preservice science teachers’ epistemological beliefs, epistemological world views, and self-efficacy beliefs. International Journal of Science Education, 30(1), 65 – 85.

Zimmerman , B.J. (2000). Self efficacy: an essential motive to learn. in self efficacy beliefs, Contemporary Educational Psychology, 25, 82-91.


Article Metrics

Abstract view : 318 times
PDF - 83 times

DOI: https://doi.org/10.26714/jps.6.1.2018.14-23


  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.



Jl. Kedungmundu Raya No.22, Semarang, Jawa Tengah, Indonesia
    Telp. (024)76740231, 76740231 
    email: jps@unimus.ac.id

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License

Journal Pendidikan Saisn (JPS)
ISSN:2339-0786, e-ISSN:2502-1443
Published by: Chemistry Education of Unimus in collaboration with Unimus Press