SCRUTINIZING THE EFL PRE-SERVICE TEACHERS’ TPACK SELFEFFICACY IN A HIGHER INSTITUTION

This study aims at scrutinizing the pre-service teachers (PSTs) Technological Pedagogical Content Knowledge (TPACK) self-efficacy in a microteaching course. The descriptive quantitative analysis was conducted through the administration of TPACK self-efficacy questionnaire adopted from Kiray (2016) to 54 seventh-semester English Education Department students who were joining the microteaching class at a public university in West Nusa Tenggara, Indonesia. The statistical analysis was conducted through SPSS version 24 and presented in charts. The results showed that the level of the PSTs’ TPACK self-efficacy was moderate level with the overall average questionnaire statistical score of 2.8 points. Then, the TPACK domain that represents PSTs’ most dominant TPACK self-efficacy was content knowledge (CK). Henceforth, this study implies the urgency to conduct teachers’ professional development program to enhance PSTs’ TPACK self-efficacy, especially focusing on the lower domains.