A. Widowati, Sri Atun, I.G.P. Suryadarma, A. Wiyarsi, Setuju, N. Atiqah Raduan
Improving teacher quality is crucial in education and remains a challenge in Indonesia. These challenges require teachers to master concepts, technologies, and pedagogics, including the Nature of Science (NoS) for science preservice teachers. While the facts show that an understanding of the NoS is a given in certain subjects, these subjects do not emphasise mastery of the content and its method of teaching. Most students still have difficulty connecting natural phenomena and science, and face challenges in determining the appropriate form of learning technology to represent the object of science being studied. The understanding of NoS of prospective natural science teacher students is still wrong. Thus, it is important to design an educational program for the professional development of teachers. The question is why is the design of the educational program for the professional development of teachers with TPASK-C important? What are the characteristics of the educational program for the professional development of teachers with TPASK-C based on the views of experts and the lecturers? © 2020, Primrose Hall Publishing Group.
Education Department, Post Graduated School, Yogyakarta State University, Indonesia; Education of Mechanical Engineering, Universitas Sarjana Tamansiswa Yogjakarta, Indonesia; Department of Agriculture and Vocational Education, Seoul National University, South Korea
