Atika Dwi Evitasari, Insih Wilujeng, Entoh Tohani, Novy Trisnani, Agus Kichi Hermansyah
Pedagogical understanding is an issue that has existed for a long time and is still a focus of attention for the Indonesian government. The purpose of this study is to (1) explore and describe the extent to which prospective elementary school teacher students understand the concept of science pedagogy based on their educational background, and (2) explore ways to develop students’ pedagogical understanding. The study used a descriptive qualitative method, involving six lecturers and 130 students through purposive sampling. Data were collected through semi-structured in-depth interviews, documentation, and questionnaires as well as the use of thematic analysis by Braun and Clarke. This study shows that students’ understanding of science pedagogy is reflected in two main themes: (1) conditions of pedagogical ability (e.g. mastery of student characteristics, science learning theory, and curriculum development) and (2) opportunities for development through education and training. Thematic analysis revealed significant gaps, particularly in mastery of science learning theory (23.6%), highlighting the need for targeted training in inquiry-based and experimental approaches for Indonesian teacher education programs. These findings urge Indonesian teacher training programs to integrate more field practice and contextual pedagogical strategies. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Department of Elementary Education, IKIP PGRI Wates, Yogyakarta, Indonesia; Department of Elementary Education, Faculty of Education, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Department of Magister Science Education, Faculty of Mathematics and Natural Science, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Department of Elementary Education, Faculty of Teacher Training and Education, Universitas Musamus, Merauke, Indonesia
